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UNITED STATES OF AMERICA. 



INTRODUCTORY 



Language Work 



A Simple, Varied, and Pleasing, 

but Methodical, 

Series of Exercises in English 

to Precede the Study of Technical Grammar. 



ALONZO REED, A.M., 

AUTHOR OF "WORD LESSONS," AND JOINT AUTHOR OF " REED AND KELLOGG's 
LESSONS IN ENGLISH," ETC. 



NEW YORK 

Effingham Maynard & Co., Publishers, 

771 Broadway and 67 & 69 Ninth Street. 
1891. 



TE nil 



ft**' 



Copyright, 1891, by 
ALONZO REED. 



Press of J. J. Little & Co. 
Astor Place, New York 



Language Work in the Elementary Grades. 

A Talk with Teachers. 

Should Language be Taught Directly 9 or only Inci- 
dentally ? — Careful and intelligent experiment has of late 
cleared away much of the fog of conflicting theory and 
method surrounding the subject of language teaching, so 
that it is now beginning to take definite form and to 
receive rational treatment. 

The theory that language is best taught indirectly 
through a series of "information lessons" is giving place 
to the conviction that the chief business of the language 
teacher is with the adaptation of the expression to the 
thought. It is impossible to carry on a course of object 
lessons and a course of language lessons together and make 
both consecutive and progressive. One must be sacrificed 
to the other, and it is invariably the language work that 
gives way. It is conrparatively easy to make a series of 
object lessons continuous or to fill up the time of recitation 
with general information, while it is extremely difficult to 
bring oral language lessons within any well-defined plan or 
purpose. 

That there are forms and principles of language which 
may be presented at an early age and made to govern the 



INTRODUCTORY LANGUAGE WORK. 



pupils' practice through life, and that such forms and 
principles should be taught directly, systematically, and 
persistently, are conclusions now quite generally accepted. 
Is Oral Teaching Methodical and Permanent? — 

The fact that teachers after years of experiment have 
become dissatisfied with the very uncertain results of oral 
instruction is evidenced by the growing demand from our 
best schools for a text-book suitable for the pupils' use and 
for class-room drill. 

Without a drill book in the hands of the pupils there is 
necessarily a serious loss of time in getting written exer- 
cises before the class, and in repeating instruction to 
bridge over breaks caused by lack of attention or by irregu- 
lar attendance. But with the best effort of both teacher 
and class, young pupils find it almost impossible so to hold 
their oral instruction in memory as to be able to look back 
over the successive steps and get a bird's-eye view of the 
different lessons in their proper relations. 

A successful teacher will give much oral instruction, and 
will throw his own personality into his work. The impor- 
tance of bringing the instructed mind of the teacher into 
direct contact with the uninstructed mind of the pupil 
should not be undervalued. But unless oral work is sup- 
plemented by a rational text-book, it must lack continuity 
and permanency. Besides, getting instruction from the 
printed page is an essential part of language training. 

Matter and Method of the Language Book. — The 
more thoughtful teachers are beginning to question the 
wisdom of those courses of language study in which 



A TALK WITH TEACHERS. 



spelling, pronunciation, technical grammar, pictures for 
imaginative stories, poetry for memorizing and paraphras- 
ing, information lessons, and other miscellaneous matter 
are prescribed, with no line of connection, no beginning, 
no middle, no end. 

Why should the study of our mother tongue be made the 
one exception to Burke's motto, " Good order is the foun- 
dation of all good things" ? And is it true that language 
books must needs be rilled with the odds and ends of various 
subjects because there is so little to be done in the study of 
language proper ? 

Spelling and Pronunciation. — Since "language lessons " are 
supposed to deal mainly with related ideas, why should a 
language book be interlarded with lessons in pronuncia- 
tion and spelling, when these subjects are amply provided 
for in two other text-books of the same grade — the 
"reader" and the "speller" ? 

Technical Grammar. — All instruction that aims chiefly to 
lay a foundation for technical grammar is out of place 
in the primary grades. There are, however, certain gram- 
matical forms that should be brought to the pupils" notice 
as early as possible, and worked into practice by constant 
repetition. 

Pictures for Stories. — Pictures to aid in imaginative story- 
writing may, for occasional exercises, serve a useful pur- 
pose ; but when they are introduced into the language 
book and kept constantly before the pupils as composition 
lessons, the story-writing loses the very important element 
of freshness and surprise. Such exercises are much more 



INTRODUCTORY LANGUAGE WORK. 



interesting and successful if the picture is first presented 
by the teacher at the hour of recitation. There is danger 
of overdoing this feature of composition work. 

Poetry. — The reproduction of stories found in poems 
is an exercise of extremely doubtful utility. When we 
remember that the story is one of the most remote of the 
poet's purposes, and that the noblest poems of our language 
drop into insignificance when reduced to " plot " or " argu- 
ment/' it will be seen how positively harmful it must be 
for the young student to get the impression that his feeble 
story reproduction is in any sense a measure of the beauti- 
ful thought of a great poet. 

Concerning the use of poetry for written paraphrase, 
Laurie says : "A more detestable exercise I do not know. 
It is an impious and unholy use of pen and ink." * Bain, 
after quoting one of the best attempts at paraphrasing 
poetry, remarks: "It has stripped the passage of its 
poetical beauty, and has not made a good piece of prose. 
It is an operation without assignable result." f 

The translating of poetry into prose by simply changing 
the order, supplying ellipses, and revoking poetic licenses, 
is a profitable exercise for grammar grades. 

In the primary grades, all pupils able to write should 
occasionally copy from the blackboard and memorize short 
selections of poetry. The teacher's chief aim should be 
to help the pupils to see the beauty of the word-pictures, 

* "Lectures on Language and Linguistic Method," delivered in the University of 
Cambridge, England. 

t "On Teaching English. 1T 



A TALK WITH TEACHERS. 



to appreciate the rhythmic flow of the language, and to 
get into sympathy with the sentiment. Here the text- 
book can be of little aid. The teacher certainly does 
not need to be told when and where he can best find oppor- 
tunity to introduce such general exercises. 

Plan of this JBooh — Observation and Practice. — Ex- 
treme reaction from abstract and formal methods has 
popularized the theory that precision in language comes 
only from practice, and that the child should constantly 
be exercised in expressing his own thought in his own lan- 
guage. How progress is to be attained by confining him 
to the feeble, commonplace expression of his own feeble, 
commonplace thought does not appear. 

Excellence in language is attained through observation 
and practice. 

In his lecture, '* On the Study of Literature," Morley 
says : "So far as my observation has gone, men will do 
better if they seek precision by studying carefully and 
with an open mind and a vigilant eye the models of writ- 
ing, than by excessive practice of writing on their own 
account." 

Pupils should occasionally write original compositions — 
frequently, if the teacher can give the individual attention 
that will make them helpful. It has truly been said that 
we cannot know that we possess language, or anything 
else, till we can use it. It is equally true that we must 
acquire language before we can use it. 

Distinguished masters and students of style are agreed 
that good language is got chiefly by the careful study of 



INTRODUCTORY LANGUAGE WORK. 



good models. "Exhaustive observation/' says Spencer, 
"is an element in all great success/' This all-important 
feature of language training has been most strangely 
neglected. 

In the following lessons will be found a connected and 
progressive series of exercises in observation and practice. 
Most of the drill work will be found under the two heads, 
What to See and Wliat to Do. 

The Sentence and the Paragraph The sentence, the unit 

of language, is examined with regard to its meaning, its 
written form, and its relation to the paragraph. 

Very early in the work the paragraph is presented as a 
part, or division, of the story, and its content and its form 
are carefully noted. 

Pupils are led to use the imagination in making word- 
pictures from outlines — dressing up the bare statements 
of a story or a description by adding appropriate helping 
words and phrases. They are taught to combine and 
arrange these statements in various ways, so as to secure a 
natural and easy flow of thought. Their attention is called 
to the importance of keeping up interest and of holding the 
most important things for the final outcome. 

Chief Parts and their Helpers. — In connection w^ith this 
work, and as an essential part of it, the sentence is exam- 
ined for its chief parts. The forms and the relations of 
these parts are taught by easy, informal exercises in seeing 
and doing. 

Around the chief words the pupils are taught to group 
the different helping words and phrases, not as a work of 



A TALK WITH TEACHERS. 



formal analysis, but as a simple process of noting what 
words do and mean as they are used in the sentence. 

There is nothing within the whole range of language study 
more profitable than this. When the pupil has acquired 
the habit of noting the chief words of a sentence at a 
glance, he has laid the most solid foundation for regulating 
his own language and for observing the language of others. 

Cobbett says that half of all grammatical errors come 
from not ascertaining the nominative. But going beyond 
the mere matter of grammatical correctness, this work of 
noting what words and phrases do furnishes the only intel- 
ligent means of learning how to get ideas into good arrange- 
ment — a difficulty, as Bain suggests, greater than all other 
difficulties put together. 

The Thought and the Language of the Exercises. — Although 
these lessons deal primarily with expression, the expression 
is considered in its concrete relation to the thought. The 
aim has been to present such exercises as will incidentally 
convey information and stimulate original thought. Some 
of the lessons designed for composition work will lead the 
pupil into sympathy with nature, and with what is noble 
and heroic in character. 

The language employed is intended to be in advance of 
the pupil's own language. The child enjoys the effort of 
reaching up for what is a little above him, but is disgusted 
with attempts to talk down to his level. 

Common Errors. — Special effort has been made to aid 
pupils in forming correct habits of language where there 
is most danger of falling into bad habits. Forms liable to 



10 INTRODUCTORY LANGUAGE WORK. 

misuse are noticed incidentally till the development of the 
work gives opportunity for treating them thoroughly. 

Frequent repetition of correct forms, and reasons reached 
through simple processes of observation, are both employed 
to secure right habits. The sentences given for repetition 
are, for obvious reasons, colloquial, rather than literary, in 
their character. 

Abstract Terms. — Abstract and technical terms are here 
generally avoided. They frighten young children, and 
make the natural and easy seem unnatural and difficult. 

Letter-writing. — Letter- writing receives extended and care- 
ful treatment. Models are given for copying. Important 
points are emphasized and different forms impressed, by 
searching observation lessons, and for everything thus 
taught the pupil is held responsible in the dictation 
exercises. 

Opportunity for Work. — As a means of getting 
thought, as well as of expressing thought, systematic 
training in the observation and practice of language cannot 
begin too early nor continue too persistently. There cer- 
tainly can be no lack of legitimate work for the language 
teacher. 

It is not claimed for this series of exercises that they will 
enable the pupil to overcome all the difficulties of lan- 
guage. When we have put the young child's feet in the 
right path and given him an impulse in the right direction, 
we have done much. A. R. 

New York, June, 1891. 



To the Teacher. 

Suggestions ox the Use of the Following 

Lessons. 

Exercises under the Head of "What to See" may be read in the 

class, one pupil reading a question and another giving the answer. 
and so on. The remarks found with these questions should also be 
read and discussed. The teacher should see that every form or prin- 
ciple in the illustrative exercises is impressed. The pupils may be 
stimulated to closer observation by being assured that, after closing 
the books, they are to write similar sentences. 

Copied exercises may be exchanged, and corrected from the book by 
the pupils. 

Oral Composition Lessons should generally precede the written. 
Each pupil should be called upon to tell some part of the story, or to 
put in different language what has been told by another. The 
clearest and neatest of these sentences should be put on the 
board. 

The teacher should use every effort to secure a smooth flow of 
thought from one sentence to another, an easy transition from one 
paragraph to another, and a natural outcome for the whole story or 
description. 

The Correction of Written Compositions is most effective when 
done in the presence of the pupils at the time of recitation. The 
teacher, certainly, has no right to unfit himself for his duties in the 



12 INTRODUCTORY LANGUAGE WORK. 

classroom by giving all his leisure hours to the correction of compo- 
sitions. 

While the pupils are writing their exercises, the teacher can pass 
from one to another, making corrections and helpful suggestions. 
The slower pupils may need to rewrite their work after the recitation 
hour. 

Some of the compositions should be read in the class. General 
errors should be corrected and explained by the aid of the blackboard. 

If the work of one "Lesson" cannot be well done in the period for 
recitation, let the " Lesson " be divided. 

For Additional Exercises in Composition the teacher may read 
to the class short stories or selections. As each paragraph is read, the 
pupils should tell what it is about. The outline thus obtained should 
be put on the board. The whole selection may then be read the second 
time, and the pupils may reproduce it in paragraphs to correspond 
with the outline. 

It is better, for obvious reasons, that these selections for reproduc- 
tion should not be in the pupils' language books. 

Sentences to Guard against Common Errors are given in the 
full and correct form for repetition. Thus the eye, the tongue, and 
the ear are trained together. For tests, these exercises may be put on 
the board or dictated with blanks to be filled. 

By questions and various devices the teacher should create occasion 
for continuing the use of those expressions in which he finds his pupils 
liable to err. He should, with unremitting vigilance, correct all errors 
made by the pupils in conversation or in recitation. Reasons and 
references to the text-book should be given as soon as the pupils are 
prepared for them. 



INTRODUCTORY LANGUAGE WORK. 



PART FIRST. 



To the Teacher. — It is important for the teacher to see that the 
following lessons form a connected course of instruction, that the rela- 
tion of a topic or a principle to what precedes or follows determines its 
place of introduction, and that, instead of formal reviews, composi- 
tion and observation exercises are so designed that the different 
principles presented are kept in constant application. 

The four different kinds of sentences and the three terminal marks 
are introduced in the first ten lessons as a necessary foundation for 
intelligent composition work. As subsequent exercises repeat and 
continue the instruction given in these lessons, to extend this intro- 
ductory work beyond a simple and clear presentation would be bad 
economy. 



LESSON I. 

Statements — Capitals — Period. 

To the Teacher. — If the pupils are allowed to copy this outline of 
the ant, and to talk about it and about the statements below, it will 
give a keener interest to these exercises. A valuable oral lesson is 
here suggested. 



14 



INTRODUCTORY LANGUAGE WORE. 



The observation exercises added to these lessons may be read with 
the pupils in an easy, conversational way. Lead the pupils to talk 
freely, but to a purpose. 




Copy the following very carefully : — 



What to See. — The first group of words above begins 
with what kind of letter ? 

Describe the mark after the last word of this group. 

You may call this mark a Period. 

Tell how each of the other groups begins and ends. 



STA TEMEXTS— CAPITALS— PERIOD. 15 

Does each group make sense by itself ? 
Leave out build from the first sentence, and then see 
whether it will make sense. 

Will it make sense if you leave out ants? 

Will it make sense if you leave out the last two words ? 

Dictation Exercises. 

To the Teacher. — After copying these sentences, the pupils may 
turn over their slates and write the same from dictation. 

Original Statements. 

Each pupil may write one sentence of his own. Such sentences will 
probably be suggested by the oral exercise. 



LESSON II. 

Statements — Capitals — Period. 

To the Teacher. — The statements below, with the cut in the pre- 
ceding lesson, will suggest an oral exercise. 



Copy these lines very neatly . 









1(3 INTRODUCTORY LANGUAGE WORK. 

What to See. — How many periods have you just copied ? 
How many groups of words making complete sense ? 
With what kind of letter does each group begin ? 
What do you find at the end of each group ? 

A group of words making complete sense is a Sen- 
tence. 

In writing several sentences together we must show 
where one ends and another begins. 

EXERCISE. 

This little body has three parts all 
insects have three parts ants are busy 
creatures they run about on six legs. 

What to See. — Can you read the sentences in these lines 
as easily as you can the same sentences at the beginning of 
this lesson ? 

Find all the differences. 

How may the different sentences be kept apart ? 

Of what use is the period ? 

How do capitals help ? 

How do we show where one sentence ends and another 

begins ? 

Dictation Exercise. 

To the Teacher. — These sentences may be written from dictation 
and then compared with the book for correction. 

Original Statements. 

Each pupil may write a sentence of his own. 



ST A TEMENTS— CAPITALS— PERIOD. \ 7 

LESSON III. 

Statements — Capitals— Period. 

Copy the sentences below and notice all about them : — 



/^^^^^^^^^>/^^^ / . 













What to See. — How many sentences have you copied ? 

How do you find out ? 

How many lines in the first sentence ? 

Which line begins farther to the right than the other ? 

How does the first line in each of the other sentences 
begin ? 

Notice that the first syllable of feel-ers is on one line, 
and the second syllable on the next line. 
2 



18 INTRODUCTORY LANGUAGE WORK. 

It would be wrong to divide a syllable. 
Notice the little mark after feel-. 

This shows that the word will be finished on the next 
line. 

Additional Work. 

To the Teacher. — The pupils may give orally the facts related in 
the preceding lessons. They may be led to vary their statements and 
to join them into connected stories. 

Some of the best sentences may be put on the blackboard or the slates. 

Attention may be called to the apostrophe in these exercises, with- 
out attempting a full explanation. 

Dictation Exercise. 

Let the pupils write the script sentences from dictation. 

LESSO N IV. 

Questions — Question Mark — - Capitals. 

To the Teacher. — An oral lesson on the spider is here suggested. 
The outline of the spider is made simple for copying. 



QUESTIONS— QUESTION MARK— CAPITALS. 19 

Copy the five lines below : — 

What to See. — Does the first group of words above make 
sense ? 

What do we call a group of words that makes sense ? 

Does the first sentence tell us something about spiders ? 

What does it do ? 

What does the second sentence do ? 

Tell what each of the others does. 

Then each of these sentences is a question. 

The little crooked Question Mark at the end helps to 
show this. 

In the sentences before this lesson we tell, or state, 
something — make Statements. 

In these sentences we ash about something — make Ques- 
tions. 

With what kind of letter does each question above 
begin ? 

What mark is put at the end of each question ? 



20 INTRODUCTORY LANGUAGE WORK. 

Dictation and Original Work. 

To the Teacher. — The questions found in script may be written 
from dictation. 

Pupils may write one or more sentences of their own. 

LESSON V. 

Questions and Statements — Question Mark — 
Period — Capitals. 

Copy the sentences beloiv : — 






What to See. — Which of the groups above are sentences ? 

Which may be called statements because they state, or 
tell, something ? 

Which are questions ? 

With what kind of letter does each of these sentences 
begin ? 



QUESTIONS AND STATEMENTS. 



21 



Does each end in the same way ? 
What do the statements end with ? 
What do the questions end with ? 
Make the question mark neatly. 

Dictation and Original Work. 
To the Teacher. — The script sentences may be dictated. Pupils 
may change orally one kind to the other. Some of the pupils' own 
sentences may be written. (See suggestion concerning the apostrophe. 
Lesson III.) 



LESSON VI. 

Questions and Statements — Question Mark- 
Period — Capitals, 

Copy the sentences below : — 




'^od/^ 





'yCi^i^yU^^n^. 



^^zAA^^dy^^z^y, 



^y?^z^^. 





/7^Z^& 



'^dy/i^c^My^ 




i/orrze/ 



22 INTRODUCTORY LANGUAGE WORK. 

What to See. — How many sentences do you find in the 
fiust five lines ? 

How do you find out ? 

Will the first make sense if we leave out are ? 

How is the first separated from the second ? 

From the " exercise " in Lesson II. what did you learn 
about the use of the period ? 

Can the question mark, as well as the period, help to 
show where one sentence ends and another begins ? 

How many sentences in the last two lines ? 

Tell how each of the five sentences begins and ends. 

All the five sentences are about the spider. In the first 
three we talk about the spider's two parts, so we may begin 
one sentence right after another and make of the three 
one group. 

In the last two sentences we talk about the spider's 
looks, so we may make one group of these. 

How are these groups of sentences separated ? 

What two lines begin farther to the right than the 
others ? 

Notice the little mark — hyphen — after mah- at the end 
of the fourth line. It separates two syllables. (See Les- 
son III.) 

Dictation Exercises. 

To the Teacher. — In dictating these exercises let special attention 
be given to the way in which the groups are separated. 

The length of the pupils' lines should correspond to the width of the 
paper or slate used, rather than to the copy. 



JOINING SENTENCES. 



23 



LESSON VI I. 

Joining Sentences. 

Copy the following : — 




^^^^-^^^<^^^ 




^rz/- 









What to See. — The sentences in Lesson VI. have here 
been changed a little, and some of them have been linked 
together. Tell all you can about what has happened in 
making the new groups. 

Additional Work. 

To the Teacher. — Pupils may be encouraged to point out most of 
the changes in these sentences. Guard against attempting too much, 



24 INTRODUCTORY LANGUAGE WORK. 

or what is technical. Similar experiments may be made with other 
preceding lessons. Pupils may join the sentences orally. Some of the 
best may be commended and placed on the board for copying. 

The form of the paragraph, the use of the apostrophe and of the 
hxjphen, the form of the word I (Lessons VIII., X., etc.), and the use 
of the comma to denote a slight break or pause, may be taught with- 
out formal presentation, fuller treatment being anticipated. 

LESSON VIII. 

Exclamations — Exclamation Mark — Capitals. 

Copy the lines below : — 



(>Z^^ 




/ 



What to See. — Do you ever make such sentences as these 
when you are excited ? 

When you are surprised or afraid, do you ever exclaim ? 
What you say when you exclaim is called an Exclamation. 



COMMANDS-PERIOD— CAPITALS. 25 

What are these five exclamations all about ? 
Does each exclamation here make sense ? 
Then what shall we call each ? 

With what kind of letter does each sentence begin ? 
Learn to make the Exclamation Mark at the end 
very neatly. 

What does / mean in the last sentence ? 
Notice that this word / is a capital letter. 

Dictation. 

To the Teacher. — The pupils should write these sentences from 
dictation. 

LESSO N I X. 

Commands — Period — Capitals. 
Copy the lines below : — 



'^aA^^yUz^?^ 









s^yUtsrzs. 



26 INTRODUCTORY LANGUAGE WORK. 

What to See. — Does each group of words here make 
sense ? 

Then what may each group be called ? 

Are they exclamations ? 

Do they ask about anything ? 

Do they simply tell, or state, what something does ? 

They tell some one to do something. 

They are Commands. 

How does each command begin and end ? 

Eead the last sentence as if you greatly enjoyed seeing 
the people run. 

Now write it with an exclamation mark at the end. 

This shows that the sentence is no longer intended as a 
command, but merely as an exclamation. 

What are all these sentences about ? 

What are those in Lesson VIII. about ? 

LESSON X. 
Different Kinds of Sentences. 

Copy the sentences below : — 



'/tZ4£/. 








DIFFERENT KINDS OF SENTENCES. 27 



~? 

What to See. — What is the first sentence called ? 
Does the second tell some one to do something ? 
Then what kind of sentence is it ? 

Kemember that a command is not always stern. It may 
be a gentle request or an invitation. 
What mark at the end of a statement ? 
What mark at the end of a command ? 
Kead the exclamation. 

What mark at the end of the exclamation ? 
Eead the two questions. 
What mark at the end of each question ? 
What does /in the last sentence mean ? 
This word is always written as a capital letter. 

Dictation Exercises. 

To the Teacher. — Let the pupils write the script sentences from 
dictation. 



28 INTRODUCTORY LANGUAGE WORK. 

LESSON XL 
Putting Sentences Together. 

To the Teacher. — The pupils may read aloud the talk below, and 
make up the story orally. 

The order in which these things should be told requires attention. 

Some of the best of the changed, connected, or original sentences 
should be written. 

The Story of a Summer Shower. 

What to Do. — If you will read over the sentences copied 
in the three preceding lessons, you will find that they make 
a short story about A Summer Shower, 

The sentences are quite short, and so the story seems 
rather broken. 

Perhaps you can change some of these sentences and 
link some together so as to make the story read more 
smoothly. 

Notice how the sentences of Lesson VI. were put to- 
gether in Lesson VII. 

In writing two sentences that you have linked together, 
you will need but one capital; as, 

The wind blotvs, and the woods roar. 

Notice the comma between the two statements. 
As you have seen many showers, and have noticed things 
not mentioned here, you may fill in and finish the story. 



ORIGINAL WORK. 29 



LESSON XII- 

Original Work. 

What to Do. — Think of some hard shower that you 
have seen, and be prepared to tell your teacher and your 
class about it. 

We will give you here some— 

HINTS. 

Where were you when the storm came 
up ? What did you do I How did 
the sky, clouds, trees, grass, grain, leaves, 
papers, hats, birds, chickens, geese, horses. 
cattle, people, etc., look or act before and 
during the storm \ AVhat happened after 
the storm \ "What damage was done i 
What good was done ( 

To the Teacher. — Xature in her varying phases and moods will 
ever be an unfailing source of interest to a child. 

The teacher of language may secure many original and thoughtful 
exercises in composition by leading the pupils to recall their own ob- 
servations of the things and the processes about them. 

In the exercise suggested above the pupils should not be allowed tc 
talk at random. Their best sentences should be noted. These they 
should write. 

Perhaps the combining and correcting of these may require another 
recitation. 



30 INTRODUCTORY LANGUAGE WORK. 

LESSON XIII. 

A Study of Sentences. 

EXERCISE. 

1. An ant went to get a drink. 

2. It fell into the water. 

3. Poor thing ! 

4. A dove dropped a branch into the water. 

5. The ant got out. 

What to See. — How many sentences above ? 

Poor thing ! does not make complete sense. 

We do not always make sentences when we exclaim. 

"What kind of feeling do these two words seem to show ? 

As this exclamation is by itself, we begin it with a 
capital. 

Read these lines together. 

Does not our story seem to go jumping along ? 

Do you not think these groups of words could run to- 
gether more smoothly ? 

And do you not think the statements rather bare ? 

Could we not make our story better by dressing them up 
a little ? 

Now you may tell the story so as to interest a younger 
brother or sister. 

To the Teacher. — Let the pupils close their books and try their skill. 
They will need guidance. Some of the best work may be written. 
The word ant above suggests exercises on the homonyms — 

ant, aunt. 



PUTTING SENTENCES TOGETHER. 31 

LESSON XIV. 

Dressing Up Sentences and Putting Them 
Together. 

Copy the lines below : — 











/ 



To the Teacher. — If too much matter for one lesson is found here, 
some of the observation exercises may be used, with an exercise in dic- 
tation, for another lesson. 

What to See. — Now read this story as given in Les- 
son XIII. 



32 INTRODUCTORY LANGUAGE WORK. 

Which is the smoother and better way of telling the 
story ? 

Why? 

In dressing up the first sentence, what three words are 
put in to tell when the ant went ? 

What words are put in to tell where the ant went to 
drink ? 

Do you think it makes a story more interesting to tell 
when and where the things happened ? 

What word seems to join the first two sentences ? 

Leave out this word, and see that the period is then 
needed after drink. 

In this second writing of the story, what two things do 
we say the dove did ? 

We make the story better by putting in saw it, for we 
then show that the dove helped the ant purposely. 

In the last two lines what two things do we say the 
ant did ? 

Here we have bettered the story by telling how the ant 
got out. 

What do we tell last? 

Is not this the most interesting thing ? 

We should always try to keep the best part of the story 
for the last. 

We find this story has three parts : — 

1st, The antfs accident 
2d, The dove's help. 
3d, The antfs escape. 



PUTTING SENTENCES TOGETHER. 33 

Now see whether you can tell why we made three groups 
of the script lines. 

How are the breaks between these lines made ? 

What do you notice about the first word of each group ? 

To the Teacher. — The pupils' attention may be called to the 
comma and the semicolon. To copy them correctly may be sufficient 
here. Possibly the pupils may be made to see that these marks sepa- 
rate the parts of the sentences, and show when the sense requires a 
shorter or longer pause. 

Few rules for punctuation should be given till the pupil is familiar 
with the analysis of sentences. 



LESSON XV. 

Dressing Up Sentences and Putting Them 
Together. 

EXERCISE. 

1. A man put up his gun to shoot the dove. 

2. The ant bit the man's heel. 

3. Bang ! went the gun. 

4. The dove was not hurt. 

5. The ant helped the dove. 

6. The dove helped the ant. 

7. Shall we help each other ? 

To the Teacher. — The time of one recitation could profitably be 
spent in letting the pupils work the sentences above into good story 
form without the aid of the script exercise. 



34 INTRODUCTORY LANGUAGE WORK. 

Copy the following : — 





^^^^^^^^^^^^/^^^^ ^^^xZsC&rzs 







*^€4/€S, 



What to See. — With the above read the other part of 
the same story as told at the beginning of Lesson XIV. 

In dressing up the first sentence, what words have been 
put in to tell when this thing happened ? 

If it were not for the comma after ant, one in reading 



PUTTING SENTENCES TOGETHER. 35 

our story might put the words after the ant together, and 
not get our meaning so easily. 

Now look at the rest of this story, and find what has 
been added to the sentences at the beginning of this lesson, 
and how they have been put together. 

In this story, do the ant and the dove think and act like 
persons ? 

This is the way animals do in fables. 

Are fables entirely true ? 

Fables should teach us something. 

Read the last group of script lines, and then tell what 
this fable teaches. 

We will strip this story down and find what it is framed 
on : — 

1st, The dove's danger, 

2d, The a?i£s help. 

3d, What the fable teaches. 

Now tell why the script lines are in three groups. 

To the Teacher. — In using these exercises, the teacher will, of 
course, study the capacity of the children, and give more help, or less 
help, than he finds here, according to circumstances. 

The idea of the paragraph and its form should be carefully noted. 
Reading easy paragraphs, and telling, in the fewest words, what each 
is about, is an excellent practice. 

Special attention should be called to the words — 

two, to, and too, 

which are in the script lines. Secure their correct spelling and use. 
Perhaps no other words are more misused. 



36 INTRODUCTORY LANGUAGE WORK. 

A GATHERING UP. 
To the Teacher. — We do not offer the following as formal rules 
and definitions. We should not hold the pupils to an exact repetition 
of the language here given. 

A group of words making complete sense is a 
Sentence. 

A sentence used to tell, or state, something is a State- 
ment. 

A sentence used to ash is a Question. 

A sentence used to show feeling or excitement is an 
Exclamation. 

A sentence used to tell or request some one to do 
something is a Command. 

A Period is placed at the end of a statement or 
a command. 

A Question Mark is placed at the end of a question. 

An Exclamation Mark is placed at the end of an ex- 
clamation. 

Every sentence should begin with a Capital Letter. 

A story made up of very short sentences sounds rather 
jerky. 

To make a story read smoothly, we often link two or more 
sentences together. 

There is danger of making our sentences too long. 

In writing a story, the sentences should be in groups (or 
paragraphs), each group telling one part, or division, of 
the story. 



STATEMENTS— CHIEF WORDS. 37 

The hyphen is used at the end of a line where a word is 
divided. (See Lessons III., VI., etc.) 
A syllable should not be divided. 

Thing-s Noticed in Passing. 

The apostrophe and s ('s) joined to a name show that it 
is a helping word telling whose; as, ant's legs, spider's 
body. (See Lessons III. and V.) 

The word / should* always be a capital letter. (See Les- 
sons VIII. and X.) 



LESSON XVI. 

Statements — Chief Words. 

Copy the lines below : — 















^72S. 




C^^^ 



38 INTRODUCTORY LANGUAGE WORK 




What to See. — Is each group of words at the beginning 
of this lesson a sentence ? 

To make complete sense we must say something about 
something. 

In the first sentence, what do we say something about ? 

What do we say about them ? 

Find in the second sentence two words that will make 
sense by themselves. 

These are the chief words,* the others are helpers. 



* We can not support the theory that the sentence must first be divided into only 
two parts— the entire subject and the entire predicate. 

Except as a summing up, we find comparatively little practical good resulting 
from such work. When the words are all in their natural order, the process is easy, 
but mechanical. 

When some of the words and phrases are transposed, as happens in many of the 
simplest sentences (1-4, Lesson IV.; 3 and 5, Lesson XVI. ; 6, Lesson XVII. , etc.), 
the pupil is compelled first to find his chief words and then to group their helpers 
around them. If taught to do this at the beginning, his work will be more intelli- 
gently done. 

Besides, the training of the eye to see the two chief words of a sentence at a 
glance is of the greatest utility at all times. Such training is a guard against a large 
part of the errors into which a writer is liable to fall. 



STATEMENTS— CHIEF WORDS. 39 

In the third sentence we say something about wings. 

Find one word that tells what wings do. 

In the fourth sentence we say something about legs. 

Find one word that tells what legs do. 

In the fifth sentence we say something about body. 

Find one word that tells what the body does. 

In the last sentence we say something about flowers. 

Find one word that tells what flowers do. 

Xow read together the two chief words of each sentence. 

If in the third or the fifth sentence we wish to show a 
little more feeling or excitement, we can put an exclama- 
tion mark at the end. 

In the second sentence what two words tell how long 
bees work ? 

In the third, what word tells how many wings ? 

What word tells where the wings go ? 

To the Teacher. — We give above three questions to aid in distin- 
guishing the helping words from the chief words. 

We believe that any pupil who can read intelligently in the Second 
Reader will answer such questions with interest if technical terms are 
avoided, and simple, familiar language is used. He need not know 
that he is " analyzing." He will like to tell ivliat his words are for. 

Pupils may here be tested on the spelling and use of — 

bee and he. 

Additional Work. 

The sentences in script and the cut. at the beginning of this lesson, 
wiJl furnish material for oral composition. 

Some of the pupils' work may be dictated for writing. 



40 INTRODUCTORY LANGUAGE WORK. 



LESSON XVI I. 

Statements — Chief Words— Names. 
Copy the sentences below : — 





-^^z^d^^riey 













'^€^72/. 




y^Z^J^^Z& 



7y09^Z£y. 



What to See. — How many sentences above ? 
How do you tell ? 



STATEMENTS— CHIEF WORDS— NAMES. 41 

To make a sentence we name something, and then say 
something about it. 

In these sentences we have drawn a line under {under- 
lined) the word that tells. 

You may pick out the other chief word, the name of the 
thing we tell about. (To get this name put what before 
the word underlined and answer your question with one 
word, in this way : What plunges ? Bee plunges. ) 

Read together the two chief words of each sentence. 

You see that the two chief words do not always make 
full sense by themselves. 

Find those that you think do make full sense. 

These six sentences may be taken together for one story. 

What are they all about ? 

Then what is the subject of our composition ? 

In these sentences we use three different names for the 
same insect. Find them. 

In the third sentence we tell about dust. 

What do we tell about in the fourth ? 

What do we tell about in the fifth ? 

Taking each sentence as a short composition, we may call 
the name of the thing we tell about the Subject of the 
sentence. 

This, you see, is not always the same as the subject of 
the whole composition. 

Additional Lessons. 

To the Teacher. — For another lesson let the pnpils read the script 
sentences of Lessons XVI. and XVII. together, and work the whole 
into oral compositions. 



42 



INTRODUCTORY LANGUAGE WORK. 



Some of these altered and combined sentences may be written in the 
form of short paragraphs. 

Helping" Words. 

To bring ont the helping words we suggest such questions as the 
following : — 

In the first sentence what three words together tell where the bee 

plunges ? 
In the third, what word tells the color of the dust ? 
What does on her legs tell? 
In the fifth, what word tells whose coat? 
What does her mean ? 
What does velvet tell ? 
What does in the sun tell? 

In the sixth, what word tells what kind of worker? 
What tells where the worker flies? 
When does the worker fly to her home ? 



LESSON XVIII. 

Chief Words — Names — Capitals. 

Copy the sentences below and notice all capitals :- 




■yUA£^y^rzy 



CHIEF WORDS— NAMES— CAPITALS. 43 







Wliat to See. — In each of these sentences we have 
underlined the word that tells. You may put what or who 
before this word and find the other chief word, the name 
of the thing we tell about. 

Which of these chief names begin with a capital ? 

Which begin with a small letter ? 

Many streams of water have the same name, river, be- 
cause they are alike. 

Are many streams called Mississippi because they are 
alike ? 

Many persons are called sailors because they are alike in 
what they do. 

Are many persons called Columbus because they are alike ? 

Things that are alike, or of one kind, we put together 
and give them all one common name, as, river. But each 
river has also its own particular name, as, Mississippi. 

Find in these sentences two names each belonging to 
a particular place. 

How does each particular name begin ? 

How does each common name begin ? 



44 INTRODUCTORY LANGUAGE WORE. 

Additional Work. 

To the Teacher. — We believe that, at the very beginning of written 
language work, children can be taught to note, in an easy and natural 
way, what the different words and phrases do in their sentences. Such 
work should not be separated from that of determining the meaning of 
the sentence and of the words that compose it. 

Noting the uses of words and phrases will soon become a habit. Such 
a habit will be a powerful aid to clear writing and intelligent reading. 
Questions to bring out such uses should be varied and informal. 
All technical distinctions and close classifications should here be scru- 
pulously avoided. 

We suggest such as the following : — 
In the first sentence what helping word tells whose river ? 
What does our mean here ? 
How does southerly help ? 
In Minnesota does what ? 
What helps sailed by telling when ? 
What does westward do ? 
What word tells what kind of sailor ? 
What helps lived by telling where ? 

If a question does not bring out the right answer, try a more 
suggestive one. 

Dictation. 
The sentences in script may be written from dictation. 

LESSON XIX. 

Names — Capitals. 

ORAL WORK. 

Give a name that belongs to many persons of the same 
kind. 

Give a name that belongs to one particular person. 



NAMES— CAPITALS. 45 



The common name village is given to many places that 
are alike. 

Give the particular names of villages near you. 

The common name dog is given to a large class of 
animals. 

Give the particular name of some dog, cat, horse, or 
other pet animal. 

The common name city belongs to a whole class of 
places. 

Give the particular names of some large cities. 

What kind of names are boat, kite, sled, doll? 

Can you give the particular name of a boat, kite, sled, or 
doll ? 

To the Teacher. — Some of these names may be put on the board 
for copying. 



Copy the names beloiv . 








/^^^^/^^^^ 



46 INTRODUCTORY LANGUAGE WORK. 

What to See. — Which of these names are given to 
many persons or places that are alike ? 

Which are particular names ? 

What do you here learn about capitals ? 

Notice that these words, when written in lines, are sep- 
arated by the comma. 

LESSON XX. 

Chief Words — Names — Capitals. 

Two or More Words in One Name. 

Copy the sentences below : — 




^USZ^T^ 













Qk 



What to See.— How many sentences do you find here ? 
How do you tell ? 



CHIEF WORDS— XAMES— CAPITALS. 47 

Notice that in these sentences we have underlined the 
name of the one we talk about (our subject). 

Notice that in the second sentence the chief name is 
made up of two words. 

In the third sentence the chief name is made up of 
three words. 

In the fourth sentence president is the chief name; our 
and first are only helpers, showing which president w r e are 
talking about. 

Find in each sentence the chief word telling what the 
person did. 

Which of these chief names belong each to one particular 
person ? 

Which may belong to any person holding the highest 
office in our country ? 

Look at these names and tell what you learn about 
capitals. 

Find among the helping words in these sentences three 
particular names. 

Tell how many words in each, and how each word 
begins. 

Additional Work — Dictation. 

To the Teacher. — Let the script sentences be written from dic- 
tation. 

The offices of the helping words may be brought out by such ques- 
tions as — 

What does in Virginia tell ? 
What did Washington lead ? 
.Where did he die ? 
What does at Mount Vernon tell ? 



48 INTRODUCTORY LANGUAGE WORK. 

LESSON XXI. 

Names — Capitals. 

EXERCISES FOR WRITING. 

Write your own full name. 

Write the full names of two boys and two girls. 

Write the names of two great men. 

Mention three states whose names have each two 
words. 

Mention three cities whose names have each two 
words. 

Give the names of three lakes. 

Give the names of three ranges of mountains. 

Write the twelve names you have given. 

Begin each word in each of these names with a capital. 

LESSO N XXII. 

Statements — Chief Parts. 

EXERCISE. 

1. A family of kittens were playing. 

2. The mother had lain down. 

3. She was watching her kittens. 

4. A hawk saw them. 

5. He had been looking for a breakfast. 

6. A kitten was seized. 



STATEMENTS— CHIEF PARTS. 49 

What to See. — Notice in each sentence a straight line 
under the first chief part, and a waving line under the 
second chief part. 

You will see that the other words are only helpers. 

In the first sentence what little phrase of two words 
tells what kind of family ? 

In the third what word tells what the cat was watching ? 

In the fourth what word tells what the hawk saw ? 

What does she mean in the third sentence ? 

What does them mean in the fourth ? 

What does he mean in the fifth ? 

You know that in these short compositions, or sen- 
tences, which we have been making, the name of the thing 
we speak about is called our subject. 

Now we need a name for the chief part that tells or 
says something. 

Let us call it the verb. 

Tell how many words in each of the six verbs. 

When you read the six sentences together, do you think 
they make a smooth, well-finished story ? 

Do they seem to limp along ? 

If you will close your book and picture these things to 
yourself, you can make a better story. 

To the Teacher. — The word verb is not introduced here to lay a 
foundation for grammar, but to avoid confusing expressions. 

Children will soon learn, without formal instruction, to put the parts 
of a compound verb together. 

In the oral work here suggested encourage the pupils to make clear 
pictures in simple, flowing language. 



50 INTRODUCTORY LANGUAGE WORK. 

LESSON XXI I I. 

Finishing and Joining Sentences. 

Copy the two paragraphs below : — 

What Happened to a Kitten. 

One bright, sunny spring morning a family of 
kittens were playing about the door of a farmhouse. 
The mother had lain down, and was watching the play- 
ful tricks of her happy kittens. 

A large hawk, which had been searching all morn- 
ing for his breakfast, saw them. Like an arrow 
he darted upon one of the kittens. 

What to See. — Compare the first sentence in Lesson 
• XXII. with the first sentence here. 

Do you think that what has been added makes the story 
better ? 

Why ? 

When were the family of kittens playing ? 

Where were they playing ? 

Can you tell how the second and third sentences of Les- 
son XXII. are here changed and put together ? 

What do we here say the mother was watching ? 

We want to make this part of the picture as bright, 
happy, and peaceful as possible before the hawk comes in. 



FINISHING AND JOINING SENTENCES. 51 

This will make the other part darker in contrast. 

See how we have put together the fourth and fifth 
sentences of Lesson XXII. 

We have put the fifth in the middle of the fourth. 

Which and Tfe both mean hawk. 

Which binds the sentences together. 

Try he or haivk in place of ivhich, and see whether the 
sentences will flow together easily. 

Have you ever seen an arrow drop from above ? 

How does like an arrow help ? 

Can you see any reason for these lines being in two 
groups ? 

To the Teacher. — Such work as is suggested here may be made 
intensely interesting to children. They will be delighted to learn how 
to make good stories, or clear, bright word pictures. 

These exercises may be extended, varied, and, if necessary, sim- 
plified. 

Lead the pupils to see clearly how the story is improved by the 
phrase at the beginning and the one at the end of the first sentence, 
and by the comparison in the last. Let them suggest other changes. 

Let them see how the two sentences are combined in the second 
period by dropping one subject and making mother the subject of both 
verbs. 

Let the pupils see that the commas show where slight breaks or 
pauses are made in the sentences. 

The matter of grouping into paragraphs should be emphasized. 

Dictation Lesson. 

The paragraphs above may be dictated, and then compared with the 
book and corrected by the pupils. 



52 INTRODUCTORY LANGUAGE WORK. 

LESSON XXIV. 

Statements— Chief Parts. 

EXERCISE. 

1. The mother sprang upon the hawk. 

2. A fierce battle Avas fought. 

3. Finally the hawk was killed. 

4. The cat had lost one eye. 

5. She was covered with blood. 

6. Her kitten had been hurt. 

7. She licked its wounds. 

What to See. — You will find a waving line under the 
chief part that tells (the verb). 

Put ivhat before each verb and find the subject. 

Head together each subject and its verb. 

How many words in each verb ? 

What phrase of three words tells where the mother 
sprang ? 

What word tells what kind of battle was fought ? 

What tells when the hawk was killed ? 
\ What had the cat lost ? 

What does she mean ? 

What does her mean ? 

W^hat does its mean ? 

Try your skill in making a connected story from these 
sentences. 



FINISHING AND JOINING SENTENCES. 



53 



LESSON XXV. 

Finishing and Joining Sentences. 



/ r" i -mk 


la*. 






mm 







Co/?^/ these three paragraphs : — 

The Eescue by the Mother. 

The mother saw the danger of her little one, and 
sprang at once upon the hawk. 

A long and fierce battle was fought, but at last 
the hawk was killed. 

Though the cat had lost one eye and was covered 
with blood, she first ra?i to her kitten and, licked its 
wounds. 

What to See. — What words have here been added to the 
first sentence of Lesson XXIV. ? 
How do these words help the story ? 



54 INTRODUCTORY LANGUAGE WORK. 

What lias been done with the next two sentences of 
Lesson XXIV. ? 

The other sentences are here all linked together. 

We dropped she, and linked had lost and was covered by 
using and. 

What other changes do you find ? 

What do you think about them ? 

As the story is now told, does it appear that the cat 
cared, more for the kitten than for herself ? 

Though helps to keep the last group of lines together. 

Try to stop at eye or at Hood and see whether though will 
let you. 

You have seen that out and and also help in putting 
together some parts of this story. 

Additional Lessons. 

To the Teacher. — The pupils should see why five paragraphs are 
made of this whole story. 

Such a skeleton as the following may be put on the board : — 

The Cat .and the Hawk. 

A Happy Family. 

A Kitten Seized. 

The Mother to the Rescue. 

The Battle. 

The Mother's Love. 

This will show what each paragraph is about, and help the pupil to 
understand why the sentences are grouped. 

The skeleton above may serve as an aid in telling the story orally. 

The story may be varied indefinitely. The scene may be changed, 
the incidents of the battle may be given, etc. 



SENTENCES— CHIEF PARTS. 55 

Children may tell of any bird or other animal that has shown great 
devotion to its young. 

What fathers and mothers have done and suffered for their children 
will furnish excellent matter for short oral and written compositions. 

The written work should grow out of the oral story telling. 

The weapons of the cat and the hawk, pictured at the beginning of 
this lesson, will furnish matter for another composition. 



LESSON XXVI. 

Sentences — Chief Parts. 

Words that Take the Place of Names. 

EXERCISE. 

1. John has spaded the garden. 

2. He is making the beds. 

3. Fannie will sow some seeds. 

4. She has been waiting for a warm day. 

5. The honeysuckle has been neatly trained. 

6. It is showing green buds. 

7. The rose bushes must now be trimmed. 

8. They will soon spring into life. 

9. You may plant the lilies. 

10. In the evening I will sprinkle the garden. 

11. Who will destroy the weeds? 

What to See.— In these sentences we have drawn a wav- 
ing line under the second chief part (the verb). 



56 INTRODUCTORY LANGUAGE WORK. 

Put who or what before each verb and find the chief 
name, or subject. 

Eead each subject and its verb together. 

How many words in each verb ? 

What does he mean in the second sentence ? 

Can this little word take the place of any man's or boy's 
name ? 

In the fourth sentence what name does she take the 
place of ? 

Can she take the place of any woman's or girl's name ? 

In the sixth sentence what does it take the place of ? 

In the eighth sentence what does they mean ? 

How do you find what he, she, it, and they mean here ? 

In the ninth sentence what does you mean ? 

In the tenth what does / mean ? 

To find what who stands for here we must get an answer 
to our question. 

The word I should always be a Capital. 

To the Teacher. — The pronoun, which has before been mentioned 
incidentally, is here treated more specially, but still informally. 

The helping words in these sentences may be brought out by ques- 
tions, especially the words neatly, now, and soon. Let the pupils find 
different positions for these words. 

Joining Sentences. 

Pupils will see that the sentences in the " exercises " may be com- 
bined into a talk about gardening. 

In putting the . sentences together, guard the pupils against using 
too many ands or other connectives, and against putting together 
sentences that are better separate. 



STATEMENTS CHANGED TO QUESTIONS. 



57 



LESSON XXVI I. 

Statements Changed to Questions — Chief Parts. 

Copy the following sentences :— 




^ns. 



<ky^cds. 




<*z& / , 






■^Ji£y 




•? 



P 



What to See and Do. — How does the first question 
differ from the first statement ? 

How does the second question differ from the second 
statement ? 

Turn to the sentences in Lesson XXVI., and beginning 
with the third, change each statement except the tenth to 
a question. 

Tell how this is done. 

Now you may make a question of the tenth sentence, but 
in doing so you must be sure to change will to shall. 

Say Shall I? not Will I? 

Notice that the eleventh is already a question. 

Was this made a question by changing the places of 
the chief words ? 



58 INTRODUCTORY LANGUAGE WORK. 

EXERCISE. 

1. To-day I will plant potatoes. 

2. To-morrow I will sow radish seed. 

3. On Tuesday I will weed the lettuce. 

■i. On Wednesday I will hoe the cabbages. 

What to Do and See. — Change each of these statements 
to a question. 

Remember that in a question will is not used with I. 

Remember that /must be a capital. 

What do you here learn about the hyphen ? 

Find the chief parts in. each sentence. 

What does to-day tell ? 

What does the phrase on Wednesday tell ? 

What does potatoes tell ? 

In writing these sentences be careful of your spelling. 

Additional Work. 

To the Teacher. — Let the pupils become familiar with the form of 
a question made by putting the first word of the compound verb be- 
fore the subject. 

For additional work the sentences in Lesson XXII. and XXIV. may- 
be changed to questions. Pupils will see that saw, sprang, and licked 
change to did see, did spring, and did lick. 

Possibly the pupils may be led to see that in "I will " the speaker 
promises or says that he is willing, and that in "I shall" he simply 
tells what he is going to do. 

They will see that a person does not want to ask others whether he 
himself is willing. At least, they can learn that we do not use " Will 
I?" and " Will we?" 



DIFFEREXT KINDS OF SEXTEXCES. 59 

LESSON XXV III. 
Different Kinds of Sentences. 

Name of the One Addressed— Comma. 

To the Teacher. — This cut will suggest oral work and sentence 
writing. 







60 INTRODUCTORY LANGUAGE WORK. 

What to See. — What two kinds of sentences end with a 
period ? 

Read the statement found in the preceding lines. 

Read the command. 

Tell what each of the other sentences is. 

In the first sentence, is is the chief word that tells. 

What does it tell about ? 

You see that the verb sometimes comes before the sub- 
ject. 

What word tells what kind of flower ? 

What word tells where the flower is ? 

You see that the word Helen does not help either chief 
word. 

Willie here uses Helen's name just to call her attention 
before making his statement. 

So we separate the name Helen from the statement by 
a comma. 

In the second sentence, is the question complete without 
the name of the one spoken to ? 

When we address a person with some feeling or excite- 
ment, we often put before the name. 

Is the third sentence complete without Helen ? 

The tvord O should always be a Capital. 

Read the command without the name of the one 
addressed. 

Does it make complete sense ? 

Notice that in each of these four different kinds of sen- 
tences the name of the one addressed is separated from 
the rest of the sentence by the Comma, 



DIFFERENT KINDS OF SENTENCES. 



61 



Additional Work. 

To the Teacher. — Encourage the pupils to talk about the butterfly 
or some other subject and to make different kinds of sentences intro- 
duced by the name of the one addressed. 

Some of these should be written. 

Dictation. 

The script sentences may be written from dictation. 



LESSON XXIX. 

Different Kinds of Sentences. 
Name of the One Addressed — Comma, 

Copy the following sentences : — 




What to See. — What differences can you find between 
the first sentence above and the first in Lesson XXVIII. ? 

Look for position, capitals, and commas. 

How does the second sentence above differ from the two 
just compared ? 

How does the third above compare with the second in 
Lesson XXVIII. ? 

When is a comma put after the name of the one spoken to ? 



Q2 INTRODUCTORY LANGUAGE WORK. 

When is it put before ? 

When is one comma put before and another after ? 

Copy these two sentences : — 



'y^£/^/i^Jy ? 



's€Z&& £/^fz^Ay ? 8 






vOT^^UdC 





What to See. — How many commas are needed to sep- 
arate Edith from the rest of the sentence ? 

How many to separate Harry ? Why ? 

In each of these sentences find two other places for the 
name of the one addressed. 

Where should the comma be put when these changes 
are made ? 

When Edith and Harry are put at the beginning, what 
capitals are changed to small letters ? Why ? 

In the sentence — 

" Harry, see the knobs," 

see is the word that tells some one to do something, but 
Harry is not the subject. 

The word Harry simply calls attention, then the com- 
mand follows. 



MAKING AND JOINING SENTENCES. 63 

In these commands the subject is left out. 
We say that the subject you is " understood." 
In all the commands you have written, you, " under- 
stood," has been the subject. 

Additional Work. 

To the Teacher. — For another lesson, different kinds of sentences 
containing the name of the one addressed may be found by the aid of 
the pupils, and put on the board. 

Let the pupils write these, making the changes suggested here, 
when the sense will admit. 



LESSON XXX. 

Making and Joining Sentences. 




Oral Composition — The Butterfly. 

To the Teacher. — This cut and the preceding one will aid the 
pupils in talking about the form and the parts of the butterfly. If 
specimens can be obtained, the interest will be greatly increased. 



{54 INTRODUCTORY LANGUAGE WORK. 

The pupils may be led to tell what they have themselves observed or 
learned in any way. 

With some aid from the teacher — perhaps two or three head-lines 
on the board — the oral composition work may be put in order. 

HINTS FOR WRITTEN COMPOSITION. 

Butterfly, insect — body in three parts 
— six legs, middle part, under side — 
four wings, middle part, upper side — 
two feelers, little knobs — rests, holds 
wings up together — what you have 
seen — what you think about it. 

What to Do. — Get what help you can from the hints 
above and make a short composition. 

Try to make your sentences read together smoothly. 

What to See. — Notice that in Lessons XXVIII. and 
XXIX. we use him and Ids in place of butterfly. 

Here we use it. 

We may use he, his, and him; we may use she and her; 
we may use it and its; but in making one sentence or one 
group of sentences, we must not change from one of these 
sets of words to another. 



A GATHERING UP. 
To the Teacher.— See "To the Teacher," p. 36. 

A sentence has two Chief Parts — the Subject and 
its Verb. 



A GATHERING UP. (J5 



The name of the thing we tell about is called the 
Subject. 

The chief word that tells is called the Verb. 

Particular Names begin ivith capitals. 

The word I should always be a capital. 

The word O should alivays be a capital. 

Some particular names are made of two or more 

words, each of which begins with a capital. 

Some verbs are made of two or more words. 
The words I, you, lie, she, it, they, who, which, etc., 
are used to take the place of names. 

The name of the one addressed is separated from 
the rest of the sentence by a Comma or by two commas. 

In telling a story we use helping words where they will 
make our word picture clear and strong. 

We make our sentences read together smoothly. 

We are careful not to use too many ands, and not to con- 
nect sentences that should be separate. 

We make our reader anxious to know how the story is 
''coming out," and keep some of the most interesting 
things for the end. 

Thing's Noticed in Passing. 

We say " Shall I ? " not " Will I ? " (See Lesson XXVII. ) 
We may use he, his, and him; or she and her; or it and 
its, in speaking of an animal; but we must not change 
from one of these sets of words to another in the same sen- 
tence or the same group of sentences. (See Lesson XXX.) 



66 INTRODUCTORY LANGUAGE WORK. 

LESSON XXXI. 
Writing Names— Abbreviations. 

Christian and. Family Names. 

Copy these names : — 



What to See. — These names belong to a father, a mother, 
and their son. 

Which word in each of these names shall we call the 
family name ? 

The first word in each of these names is called the 
given name. 

It was given by the parents or some friend. 

The family name is also called the surname. 

The given name is also called the Christian name, 

ORAL EXERCISES. 

Name several great men, using only the family name. 

Name some of your companions, using only the given 
name. 

Would it seem respectful to speak of the ladies and 
gentlemen of your acquaintance by the surname alone ? 



WRITING NAMES—ABBREVIATIONS. (37 

Do you think they would like you to use only their Chris- 
tian names ? 

Give the surnames of several married ladies and pro- 
nounce the word missis before each. 

Give the surnames of several unmarried ladies or girls 
with miss before each. 

Give the surnames of several gentlemen and use the word 
mister before each. 

Give the full names of several boys and put the word 
master before each. 

Copy these names : — 



vyn/.. 










What to See. — Here are four ways of writing the name 
of each of these men. 



68 INTRODUCTORY LANGUAGE WORK. 

How should each word in a particular name begin ? 
Which are the surnames ? 
Which are the Christian names ? 

In the second form of writing Mr. Howells's name, how 
is William shortened ? 

How is the name shortened in the other forms ? 

How is Mr. Warner's name written ? 

When we write a name by itself, we put a period after it. 

What other periods do you here discover ? 

These shortened forms are called abbreviations. 

The first letter of a word is also called an initial. 

A Period is placed after an abbreviation or initial. 

LESSON XXXI I . 
Writing Names — Abbreviations — Titles. 

Mr., Mrs., Miss. 
Copy these names: — 




WRITING NAMES— ABBREVIATIONS— TITLES. 69 

What to See. — How is the title Mister shortened ? 
• The full form of mister is seldom written. 

How is the title Mistress shortened ? 

This w 7 ord, when put before a name as a title of respect, 
is not written in full, and in speaking it is shortened into 
missis. 

Miss, the title of an unmarried lady or a young girl, is 
not shortened. 

How many abbreviations do you find here ? 

Which of these are initials ? 

What do you find after each abbreviation or initial ? 

Do you find a period after Miss ? Why ? 

EXERCISES FOR WRITING. 

Write your own name in two or more ways. 

Write the name of some girl and put the title Miss 
before it. 

"Write the name of some boy and put the title Master 
before it. (Do not shorten Master.) 

Write the name of some gentleman and the name of 
some married lady, using the proper titles and abbrevia- 
tions. 

Write some of these names in more ways than one. 

To the Teacher. — In continuing these exercises, attention may be 
called to such forms as Mr. F. Bret Harte for Mr. Francis Bret Harte, 
and John G. Whittier for John Greenleaf Whittier, in which either of 
the two Christian names may be written in full, as preferred by the 
owner. 

At present social usage does not favor the abbreviation of Christian 
names. 



70 



INTRODUCTORY LANGUAGE WORK. 



LESSON XXXI II. 

Writing Names — Abbreviations — Titles. 

Rev., Prof., Dr. 

Copy the names below: — 



te^yTT^a^zy. 







What to See. — Reverend is a title given to clergymen. 
How is this title shortened ? 
Professor is a title given to some teachers. 
How is this title shortened ? 
How is the title Doctor shortened ? 
"What other abbreviations do you find here ? 
Which of these are initials ? 
What mark after each ? 

In each of these names tell the surname, the Christian 
names, and the title. 



NAMES-ADDRESSES. 71 

EXERCISES FOR WRITING. 

Write the name of some clergyman whom you know. 
Write the name of some doctor whom you know. 
Write the name of some professor. 
With each of these use the proper title abbreviated. 

To the Teacher. — Names of well-known persons may be dictated or 
given to copy, till the pupils are familiar with all the titles and abbre- 
viations that have been given. - 

The spelling of proper names — especially Christian names — deserves 
attention. 



LESSON XXXIV. 

Names— Addresses. 

EXERCISE. 

The Reverend Edward Everett Hale 
lives in Boston. 

Boston is in Massachusetts. 

Copy this line : — 

What to See. — Notice that this group of words is made 
by shortening and putting together the two sentences at 
the beginning of the lesson. 

Notice two commas in this group. 

What words are left out where the first comma is found ? 



72 



INTRODUCTORY LANGUAGE WORK. 



What words are left out where the second comma is 
found ? 

Tell how each abbreviation in this group is made. 

The name of a person, with the name of the place 
where he lives or does business, is called his Address. 



Copy these addresses :- 






m 



4? 



What to See. — Notice that each of these two addresses 
is made up of four parts, put in four lines. 

The second line of each address begins farther to the 
right than the first line, and the third farther than the 
second, and the fourth farther than the third. 



NAMES— ADDRESSES. 73 



These addresses are arranged as they should be on a 
letter envelope. 

In giving the residence of Mr. Thompson, we give his 
post-office, county, and state. 

In the next address we put the number of the house 
and the name of the street together, and then give the 
city and the state. 

Where do you find commas in these addresses ? 

What do you find at the end of each address ? 

Notice that the period after Mass. answers for the abbre- 
viation and also for the end of the address. 

Find two new abbreviations in these addresses. 

They are for county and street. 

Dictation. 

To the Teacher. — The three addresses here given may be dictated in 
the shortened form, or they may be put on the board in sentence form 
for pupils to shorten and arrange. 

LESSON XXXV. 

Names — Addresses. 

EXERCISE. 

Miss Lucy Field lives at Orlando. Orlando 
is in Orange County. Orange County is in 
Florida. 

Master Tommy Dodd lives at 10 Euclid 
Avenue. Euclid Avenue is in Cleveland. 
Cleveland is in Ohio. 



74 



INTRODUCTORY LANGUAGE WORK. 



Copy these two addresses : — 








What to See. — How many parts in each of these 

addresses ? 

What mark follows each part ? 

What do you discover as to the place of beginning the 
lines in each address ? 

This is the way to write an address on a letter envelope. 

Compare each shortened form with the longer form of 
the same address, and notice what words are left out and 
how the sentences are put together. 

Tell how each abbreviation is made. 

Av. is an abbreviation of what ? 









XA3IES— ADDRESSES. 



What two uses has the period after Fla. ? 

What use has the period after Ohio ? 

Xotice that there is no period after Miss or Master. 

Are these words abbreviations ? 

Notice that in the first line of this lesson we say "at 
Orlando,'' and in the second line of Lesson XXXIV. we say 
" in Boston." 

We say "lives at " if the place is small, or it seems 

to us distant and not very important. 

We say ''lives in " if the place is a large city or 

some division of the country. 

In the fourth line of this lesson we say (i lives at 10" 
Euclid Ay." 

If we do not give the house number, we say " lives in 
Street." 

EXERCISES FOR WRITING. 

Write your own address. If you live in a city, use the 
second model ; if not, use the first. 

Write the address of some friend in the country. 
Write the address of some friend in the city. 

Dictation. 

To the Teacher. — The addresses here given and others should be 
written from dictation. 

One or two additional lessons may be profitable, as affording exer- 
cises in spelling, capitals, and abbreviations, as well as in the form of 
addresses. 

The use of the prepositions at and in, as noted above, may be further 
emphasized. Lasting impressions are often best made by calling atten- 
tion to such things incidentally, as they naturally present themselves. 



76 



INTRODUCTORY LANGUAGE WORK. 



Such forms as the following may at first be put on the board to aid 
the pupil : — 

Name, Name, 

Post-office, House Number and Street, 

County, City, 

State. State. 



LESSO N XXXV I . 

Names — Days, Months, and Seasons. 

Copy the names belotv : — 






^J^z^^^m 













^U^msO^n^As, AZ^^^C^997yT2y, ^U^9^l4y\ 



What to See. — The name of each day of the week begins 
with what kind of letter ? 



ABBREVIATIONS— DAYS AXD MONTHS. 



The name of each day of the mouth begins with what 
kind of letter ? 

With what kind of letter does the name of each season 
begin ? 

What mark separates the names in each group ? 

What mark at the end of each group ? 

Learn to spell each name. 

LESSON XXXVI I . 

Abbreviations— Days and Months. 

Copy the abbreviations below : — 










What to See. — Tell how each abbreviation in the first 
jrou-p is made. 
Tell how each abbreviation in the second group is made. 
What names of the months are not here abbreviated ? 
It is better not to abbreviate these short names. 
What mark after each abbreviation ? 



78 INTRODUCTORY LANGUAGE WORK. 

What mark separates the abbreviations of each group ? 
Learn to make these abbreviations from memory. 

To the Teacher. — Let the pupils learn the names of the days and 
months in order, and then let them write the abbreviations in order, 
without the aid of the book, inserting the names not abbreviated, to 
prevent confusion. 

LESSON XXXV III. 

Names— Dates. 

EXERCISE. 

Columbus first saw the New World on the 12th day of 
Octobe?* in the year 1492. 

The Declaration of Independence was signed on the 
4:th day of July in the year 1776. 

Washington was born on the 22^ day of February in 
the year 1732. 

Copy the dates below : — 

33, //J3. 

What to See. — Notice that the first date copied is a 
shorter form of the date in the first sentence. 

Tell what changes are made to get this shorter form. 




NAMES— LETTERS. 79 



Do the same for each of the other dates. 

Notice that the month and the day of the month are 
put together, and that the comma separates them from 
the year. 

The first date in script should be read October twelfth, 
fourteen hundred and ninety-two. 

Bead the other two dates. 

Copy these dates : — 





What to See. — You find no period after 1st, 2d, 3d, Uh, 
and the like, as you do after abbreviations. 

The period after 6th is only to mark the end of the 
whole group. 

1st, 2d, tth are read first, second, fourth. 

The day of the month is often written as above. 

Write the date of your birth. 

Write other dates that you remember. 

LESSO N XXXIX. 

Names— Letters. 

Copy the following letter carefully, and try to see everything 
in it : — 



80 INTRODUCTORY LANGUAGE WORK. 





-3/, /#?/. 




^ L^U^£d^Z€?^/^/?? 









scztn^. 







NAMES— LETTERS. gl 



What to See. — The first line at the right tells where 
Emma Hill is when she writes. 

How are the post-office, the county, and the state separated ? 

The next line tells when Emma writes — it gives the date 
of the letter. 

What separates the place from the date? 

What three things are given in this date ? 

AYhat does the comma in the date separate ? 

What mark after the date ? 

Emma now wants to greet her friend pleasantly, so she 
writes Dear Jennie on a separate line. 

In the next line she goes on to tell Jennie the news. 

At the end of the letter Emma again wants to show her 
friendship, so she puts Your friend on a line by itself, and 
then signs her own name below. 

Notice that Emma writes Uncle and Aunt with capitals, 
making each a part of a particular name. 

You see that she does not think of cousin as a part of 
Eeuben Rice's name. 

You find in this letter the new abbreviations Ky., K. R. 

They are for Kentucky and Railroad. 

After Dear Jennie notice the capital O in on. 

This is the custom in writing letters. 

Notice that Emma says Bertha and I, putting herself 
last". This is polite. 

Notice that Your friend begins with a capital. 

You can explain all the other capitals. 

Notice that Emma, in writing her news, puts her lines 
into two groups. These groups we call Paragraphs. 

6 



82 



INTRODUCTORY LANGUAGE WORK. 



Mark out an envelope on your slate, and put on the address 
as here : — 



o>TAMP 







l^n/rz^: 



What to See. — Tell all you can about this address. 
Remember that you learned about addresses in Lessons 
XXXIV. and XXXV. 

Tenn. is the abbreviation for Tennessee. 
Where is the postage stamp placed ? 



LESSO N XL- 
Names — Letters. 

Copy the following letter carefully, and try to see every- 
thing in it : — 



30, 




smsStf, /<Tf3. 



VZ4/ ■ Ly/Uz<7<n^i€Z/ / 







:^yy€yy^^7^^y€Z€^y(2d<^^rLsy 







sTT^^^-a- 





y U4/ '^^ '. 






<&s. 



84 INTRODUCTORY LANGUAGE WORK. 

What to See. — Where was this letter written ? {New 
York is here abbreviated N. Y.) 

When was it written ? 

What two words are used for a loving salute ? 

Where does the first word of the main part, or body, of 
the letter begin ? 

At the end, what words show Dick's loving regard for 
his mother ? 

Read the place and the date together. 

What four things are given in the place ? 

Which two are put together ? 

Into how many parts do the commas divide the place ? 

What three things are given in the date ? 

Which two are put together ? 

What are separated by the comma ? 

What separates the place from the date? 

Notice the comma after Dear Mamma, and the one after 
Your affectionate son. 

Notice that Dick says Papa and I, not I and papa. 

In Dear Mamma, mamma begins with a capital, although 
it is a common name. 

Any name, common or particular, used as this is, begins 
with a capital. 

Notice mamma ! farther down. 

Prom what you learned in Lessons XXVIII. and XXIX. 
about the name of the one addressed, you might look for a 
comma after mamma as well as one before 0; but Dick 
pats an exclamation mark in place of the second comma, 
to show his feeling. 



NAMES— LETTERS. 85 



How many paragraphs has Dick made of the body of his 
letter ? 

How does he show where one paragraph ends and an- 
other begins ? 

Tell what you can about the capitals and the periods. 

Marie out an envelope on your slate, and put on the address 

as here : — 



5 TAMP 



£<d/. Uu^/i^yU^ L//x?dJy, 



/i 



/J#j£Lfa& 






What to See. — Try to remember what you learned in 
Lessons XXXIV., XXXV., and XXXIX. about addresses, 
and then tell all you can about this. 

111. is the abbreviation for Illinois. 

Tell on what part of the envelope the different lines 
are written. 

On what corner is the postage stamp ? 



86 INTRODUCTORY LANGUAGE WORK. 

Additional Lessons. 

To the Teacher. — We prefer not to confuse the pupils with a 
variety of letter forms here. Let them first become thoroughly 
acquainted with the simplest form. 

We do not think it well to use here the terms Heading, Salutation, 
Complimentary Address, etc. 

Dictation. 

These letters may be dictated, and then compared with the book 
for correction. 

Original Letters. 

Each pupil should write a " real letter." 

In such, the pupil may use his own name and place, and give the 
true date of writing. 

This letter may be corrected, rewritten, and sent by mail, or put 
into the "school post-office." 

Such letters should be short, that they may be very carefully done. 
# It may be well to limit the pupils to some subject, requiring them, 
for instance, to tell what happened, or what they did, on some day of 
particular importance to them. 

Reviews. 

The letters here given for copying are made to serve as reviews. 
The work suggested in our observation exercises may be emphasized 
and continued. 



A GATHERING UP. 



87 



A GATHERING UP. 
To the Teacher. — See "To the Teacher," p. 36. 

A person's name is made up of a family name, or 
surname, and one or more given names, or Christian 
names. 

Shortened words are called Abbreviations. 

The first letter of a name is called an Initial. 

A Period is placed after an abbreviation or initial. 



Abbreviations. 



Mr., Mister. 
Mrs., Mistress. 
Dr., Doctor. 
Prof., Professor. 
Hev., Reverend. 
St., Street. 
Av., Avenue. 
Co., County. 
Chas., Charles. 
Wm., William. 
Geo., George. 
Fla., Florida. 
Teiin., Tennessee. 
X. Y., New York. 
Mass., Massachusetts. 
Kg., Kentucky. 
III., Illinois. 



JR. M., Railroad. 
Sun., Sunday. 
Mon., Monday. 
Tries., Tuesday. 
Wed., Wednesday. 
Thnrs; Thursday. 
Fri., Friday. 
Sat., Saturday. 
Jan., January. 
Feb., February. 
Mar., March. 
Apr., April. 
Aug., August. 
Sep., September. 
Oct., October. 
Nov., November. 
Dec, December. 



INTRODUCTORY LANGUAGE WORK. 



The name of a person, with the name of the 
place where he lives or does business, is called his 
Address. 

For the residence of a person in the country, give the 
post-office, the county, and the state. 

For the residence of a person in the city, give the 
number of the house, the name of the street, the city, 
and the state. 

The names of the days of the week and the months 
of the year begin with Capitals, but the names of the 
seasons begin with small letters. 

In writing a date, put the month and the day to- 
gether, and separate them from the year by a comma. 

In a letter, give the place and the date of writing, a 
friendly or courteous greeting*, and then write the main 
part, or body. After this write a friendly or courteous 
closing line, and sign your name. 

(For the form and position of these parts, see Lessons 
XXXIX. and XL.) 

Things Noticed in Passing". 

We say "lives at , v if the place is small. 

We say "lives in " if the place is a large city, or a 

division of the country. 

We say "lives at 10 Grand Street/*' etc. 

We say "lives .in" a certain street. (See Lesson 
XXXV.) 

We say "Bertha and I," "papa and I," etc.; not "I 
and Bertha/' etc. (See Lessons XXXIX. and XL.) 



CHIEF NAMES AND THEIR VERBS, 8Q 

LESSON X LI. 

Chief Names and Their Verbs — Adding S. 

EXERCISE. 

1. The frog croaks. 

2. The frogs croak. 

3. The swallow twitters. 

4. The swallows twitter. 

5. The lamb bleats. 

6. The lambs bleat. 

7. The rooster crows. 

8. The roosters crow. 

9. The brook babbles. 
10. The brooks babble. 

What to See and Do. — What differences can you find 
between the first and the second sentence ? 

The word frogs means more than one — it may be two or 
hundreds. 

Would it sound right to say, Frogs croaks ? 

Find the differences between the sentences in each of the 
other groups. 

When the verb tells what one thing does, how does it end ? 

How can a name be made to mean more than one ? 

Write five sentences each telling what one thing does, 
and then change them to tell what two or more things do. 



90 INTRODUCTORY LANGUAGE WORK. 

LESSO N XLI I . 

Chief Names and Their Verbs — Adding S. 

EXERCISE. 

1. The wind blows. 

2. The winds blow. 

3. The bough bends. 

4. The boughs bend. 

5. The bud swells. 

6. The buds swell. 

7. The squirrel leaps. 

8. The squirrels leap. 

What to See and Do. — Find the differences between 
the first and the second sentence above. 

Do the same for each of the other three pairs of sen- 
tences. 

Notice that these verbs ending in s all tell what one 
thing does, not what it did in the past or will do in some 
time to come. 

The wind blew. 
The winds blew. 
The wind will blow. 
The winds will blow. 

Look at these four sentences, and see whether the verb 
adds s when it tells what one thing did or will do. 



CHIEF NAMES AND THEIR VERBS. 91 

When a verb tells what one thing does,, how does it 
end ? 

How can a name be made to mean more than one ? 

Write five sentences each telling what one thing does, 
and then change them to tell what two or more things do. 

To the Teacher. — The words bough and blew in these sentences 
suggest exercises on the homonyms : — 

bough, blew, 
bow ; blue. 



LESSON XLI I I. 

Chief Names and Their Verbs — Is and Are. 

EXERCISE. 

1. The wind is blowing. 

2. The winds are blowing. 

3. The bough is bending. 

4. The boughs are bending. 

5. The bud is swelling. 

6. The buds are swelling. 

7. The squirrel is leaping. 

8. The squirrels are leaping. 

What to See. — What differences do you find between the 
first sentence and the second ? 



92 INTRODUCTORY LANGUAGE WORK. 

Examine each of the other three pairs of sentences, and 
tell what you discover. 

When you use is, do you speak of one, or more than one ? 
When do you use are ? 

QUESTIONS. 

Is the wind blowing ? 
Are the w T inds blowing? 

What to See. — Point out the differences between these 
two sentences and the first two at the beginning of the 
lesson. 

How may each of the other six sentences be changed to 
a question ? 

EXCLAMATIONS. 

How the wind is blowing ! 
How the winds are blowing ! 

What to See. — Find the differences between these two 
sentences and the two at the beginning of the lesson. 
Is is used in speaking of what ? 
Are is used in speaking of what ? 

EXERCISES FOR WRITING. 

Write statements using is and are. 
Write questions using is and are, 
Write exclamations using is and are. 
Change your statements to questions. 






CHIEF NAMES AND THEIR VERBS. 93 

LESSON XLIV- 
Chief Names and Their Verbs— Was and Were. 

EXERCISE. 

1. The wind ivas blowing. 

2. The winds ivere blowing. 

3. The bough was bending. 

4. The boughs ivere bending. 

5. The bud was swelling. 

6. The buds were swelling. 

7. The squirrel was leaping. 

8. The squirrels were leaping. 

What to See. — Find the differences between the first and 
the second sentence of each group above. 

Is was used in speaking of one thing, or more than one 
thing ? 

Is were used in speaking of one thing, or more than 
one thing ? 

QUESTIONS. 

Was the wind blowing ? 
Were the winds blowing ? 

What to See. — What differences can you find between 
these two sentences and the two at the beginning of this 
lesson ? 



94 INTRODUCTORY LANGUAGE WORK. 

How may each of the other sentences be changed to a 
question ? 

EXCLAMATIONS. 

How the wind was blowing ! 
How the winds were blowing ! 

What to See and Do. — How do these tw T o sentences 
differ from the first two at the beginning of this lesson ? 

Write a statement, a question, and an exclamation, using 
was, and then change each so as to use were. 

LESSON XLV. 

A Study of Sentences — Putting Sentences 
Together. 

EXERCISE. 

1. A faint gray light begins to steal over the woods. 

2. A faint gray light begins to steal over the fields. 

3. The stars all fade out from the sk}^. 

4. They fade out one by one. 

5. A light breeze springs up. 

6. The breeze sets the leaves and the flowers all nod- 
ding and whispering to each other. 



What to See. — In each of these sentences we have under- 
lined the verb. 

You may find the subject. 






A STUDY OF SENTENCES. 95 

Which of the subjects mean but one ? 
How do their verbs end ? 
"Which subjects mean more than one ? 
Do their verbs add s ? 

Copy the folloiving : — 

Watching the Sun Rise. 

A faint gray light begins to steal over the woods and 

the fields. The stars all fade out one by one from the 

sky, and a light breeze springs up, which sets the leaves 

and the flowers all nodding and whispering to each other. 

What to See.-^-Whicli of the sentences given at the 
beginning of the lesson are here put together ? 

Can you tell how it is done ? 

You have learned that which can take the place of a 
name and help to join sentences. 

It can also take the place of breeze. Try it in place of 
breeze in the last sentence,, and see whether it will join 
the sentences as which does. 

To the Teacher. — The pupils may change the verbs in these sen- 
tences to began, faded, sprang, and set, and so describe the sunrise as 
past. 

Let them see that no s is now added. 

He]p them to see the beauty of the selection above. Let them see 
how it helps the picture to imagine the leaves and flowers to be like 
persons. 

Let them note the commas between the sentences connected by and 
and which. Easy questions may bring out some of the helping words. 



96 INTRODUCTORY LANGUAGE WORK. 

LESSO N XLVI. 

A Study of Sentences — Using the Chief Parts 
Correctly. 

EXERCISE. 

1. The little birds begin to twitter. 

2. They call softly to their friends. 

3. Their friends are in the branches above and below. 

4. The sun is coming. 

5. The sun makes them happy. 

6. Perhaps they are telling each other this. 

7. The light grows stronger and stronger. 

8. Very soon the sun shows its bright rim above the 
hills. 

9. It flings its golden beams over the trees and the 
houses. 

What to See and Do. — In each of these nine sentences 
we have underlined the verb. 

You may find the subject. 

Which of these verbs tell about one thing ? 

Which tell about more than one ? 

Which of these subjects are made to mean more than o&.e 
by adding s ? 

Use was or were in each of the sentences above, thus 
" The little birds were beginning to twitter." 

Make the nine sentences above read together smoothly. 



PUTTING SENTENCES TOGETHER. 97 

LESSO N XLVI I. 

Putting Sentences Together. 

Copy the following : — 

Watching the Sun" Eise — Continued. 

The little birds begin to twitter and call softly to their 
friends in the branches above and below. Perhaps they 
are telling each other that the sun is coming to make them, 
happy. 

The light grows stronger and stronger. Very soon the 
sun shows its bright rim above the hills, and flings its 
golden beams over the trees and the houses. 

What to See and Do. — Notice how the first three sen- 
tences of Lesson XLVI. have here been put into one. 

In this new sentence birds and begin are the chief words, 
and all the others are now helpers. 

How many sentences of Lesson XLVI. are put into the 
next sentence ? 

What has been done with the last three sentences of Les- 
son XLVI.? 

Why were the sentences above put into two paragraphs ? 

Describe the sunrise as past, and find other ways of put- 
ting the sentences together. 

To the Teacher. — The word sun above suggests exercises on* the 

homonyms : — 

sun, son. 



98 INTR OB UCTOR T LANG UA GE WORE. 

LESSON XLVI I I. 

Composition— Hints. 

"When you went to see the sun rise, how 
did you get started ? Where did you go ? 

Did the sun come up from behind a hill ? 

In what direction did you look ? 

After the sun was up, did the birds burst into 
loud song ? What voice was first and loudest ? 
What voices joined in ? What happened 
then? What did the flowers do? What 
did the insects do ? 

Do you think it a pity that people are not 
up, like the birds, at daybreak ? Why ? 

What to Do. — Get what help you can from these 
" hints " and make a short composition. 

LESSON XLIX. 

Have and Has, Do and Does. 

EXERCISE. 

1. The wind has blown. 

2. The winds have blown. 

3. The bough has bent. 

4. The boughs have bent. 

5. The bud has swollen. 

6. The buds have swollen. 



RAVE AND HAS, DO AND DOES. 99 

What to See and Do. — Compare the two sentences in 
each of these three groups. 

With what kind of names is has used ? 

With what kind of names is have used ? 

Change each sentence to a question, and tell how it is 
done. 

EXERCISE. 

1. The wind does blow. 
% The winds do blow. 

3. The bough does bend. 

4. The boughs do bend. 

5. The bud does swell. 

6. The buds do swell. 

What to See and Do. — With what names is does used ? 

With what names is do used ? 

You notice that we say does Mow and do How when we 
wish to speak with emphasis. 

Write a statement, a question, and an exclamation, using 
does, then change each so as to use do. 

To the Teacher. — The illustrations that we have given of the use 
of -s. is, are, was, were, have, has, do, does, may be sufficient to show 
how the verb agrees with its subject. Full formal rules or statements 
are not here desired. 

There is danger of spending too much time in multiplying these 
short, unrelated sentences, in which there is little, if any. liability to 
error. 



100 INTRODUCTORY LANGUAGE WORK 

LESSON L. 
Using Verbs with I and You. 

What to See and Do. — Use i" for subject., where you 
can, in the sentences of Lesson XLI. 
Do the verbs add s with I? 
Use you in the same sentences where you can. 
Do verbs add s with you ? 
Change the same sentences so as to use 

is, are, was, were, 
have, has, do, does, 

and see which will take /for subject. 

See how many of these verbs will take you for subject. 
You found that / needed 

am, was, have, do. 

Write statements using are, were, have, and do with the 
subject you. 

Change each of these statements to a question. 

You may stand for one or more than one, but its 
verb is always used as if you meant more than one ; 
as, '' You are ;" " You were." 

To the Teacher. — We suggest much oral practice on short sen- 
tences, using "You were ; " "■ Were you ?" etc. Such sentences as "I 
was there yesterday," " I was in time," maybe put on the board. The 
pupils may change I to you and repeat the sentences rapidly, first as 
statements, then as questions. 



THE CONTRACTIONS ISN'T, AREN'T, ETC. 101 

LESSON LI. 
The Contractions Isn't, Aren't, Etc. 

Copy the following very carefully : — 



What to See and Do. — The first word of these script 
lines is made up of is and not. 

Xotice that a little mark is placed between n and t to 
show where the o is left out. 

This mark is like a comma, but it is higher up. 

Describe each of the other words. 

Make four sentences, using the words of the first line in 
telling about one thing ; as, 

The drone doesn't work. 

Make four sentences, using the words of the second line 
in telling about more than one thing ; as, 

The drones don't work. 

Do ivorh is the chief part that tells. The word not denies 
what the other words tell. 

These forms at the beginning of the lesson are called 
contractions. 

You see they have no period at the end as abbreviations 
have. 



102 INTRODUCTORY LANGUAGE WORK. 

There is great danger of using don't for doesn't. 

Use each of these words five times. 

To the Teacher. — These exercises may be continued by changing 
the statements to questions. 

Let such exercises be extended, and reviewed again and again till 
the tendency to say "He don't," etc., is overcome. 

Test the pupils to find whether any are in the habit of using 

ain't, hain't, Hain't. 

If such words are found in use, emphasize the fact that they are 
wrong, and give much oral drill. 



LESSON LI I, 

Putting Sentences Together — Commas — Chief 
Names and Their Verbs. 

EXERCISE. 

1. On the bee's leg is a basket. 

2. On the bee's leg is a brush. 

3. On the bee's leg is a tool to press wax. 

What to See. — Which generally comes first, the chief 
name, or the chief word that tells ? 

You see that in the first sentence we talk about a basket. 

What is the chief word that tells ? 

Eead the phrase that helps by telling where the basket is. 

In each of the other sentences pick out the chief parts, 
and then read the helping phrase that tells where. 

Begin with the word a and read each sentence. 



PUTTING SENTENCES TOGETHER— COMMAS. 103 

Copy the following : — 

What to See. — You see that we have put our three sub- 
jects, basket, brush, and tool, together and said the same of 
all three things. 

Now that we talk about three things, should we use is, 
or are ? 

Notice particularly that in putting together these three 
words we put and between the last two only, and then 
separate the three by commas. 

In such sentences all the ands are sometimes put in, and 
then the commas are not needed. 

EXERCISE. 

1. A large cell is provided for the baby queen. 

2. The best food is provided for the baby queen. 

3. Delicate care is provided for the baby queen. 

What to See and Do. — We have underlined the verb in 
each sentence. 

Find the subject in each. 

Are the chief parts here changed about as in the pre- 
ceding " exercise " ? 



104 INTRODUCTORY LANGUAGE WORK. 

Why do we use is in each sentence ? 

Begin with for and read each sentence. 

Put the three sentences together as we did the three pre- 
ceding. 

Put them together again, and change the place of the 
helping phrase, for the baby queen. 

LESSON LI I I. 

Putting Sentences Together — Commas — Chief 
Names and Their Verbs. 

EXERCISE. 

1. The fly has six legs. 

2. The bee has six legs. 

3. The wasp has six legs. 

4. The ant has six legs. 

5. Other insects have six legs. 

What to See. — Find the two chief parts in 3ach sentence. 
Why is has used in the first four ? 
Why is have used in the last ? 

Copy the following : — 








PUTTING SENTENCES TOGETHER-COMMAS. 105 

What to See. — We have here put together five subjects 
and then said the same of all the things. 

How many commas are used to separate the subjects ? 
Where is the and placed ? 

EXERCISE. 

1. Moths steal the bees' honey. 

2. Snails steal the bees' honey. 

3. Wasps steal the bees' honey. 

4. Other foes steal the bees' honey. 

What to See and Do. — Change moths to mean but one, 
then read the sentence. 

What other changes do you find ? 

Change the other subjects in the same way. 

When do you find s added to the verb ? 

When do you find s added to the subject ? 

Join these four sentences as the five preceding sentences 
were joined. 

How many commas have you used with the four subjects 
that you have joined ? 

Where did you put the word that connects ? 

To the Teacher. — Let the pupils make and put together sentences 
of their own. 

The use of the apostrophe in the word bees', found above, may be 
explained as showing that the bees own, or possess, the honey. Let the 
pupils see that the s here means more than one bee. Let them com- 
pare this possessive with the one in Lesson LI1. 



106 INTRODUCTORY LANGUAGE WORK. 

LESSON LIV. 

Putting Sentences Together — Commas — Chief 
Names and Their Verbs. 

EXERCISE. 

1. A fly does not grow after getting legs and wings. 

2. A bee does not grow after getting legs and wings. 

3. A wasp does not grow after getting legs and wings. 

What to See and Do. — We have marked the verbs. 

Notice that each verb is made up of two words. 

What does the little word between the two parts of the 
verb do ? 

Make contractions in these sentences as we did in Les- 
son LI. 

Should you here use doesn't, or don't? 

Begin with after and read each of the three sentences 
above. 

Kead each, and put the helping phrase, after getting legs 
and wings, between the subject and its verb. 

Put the three sentences together. 

Tell how it was done.- 

EXERCISE. 

1. Spiders spin. 

2. Spiders weave. 

3. Spiders hunt. 



TUTTING SENTENCES TOGETHER— COMMAS. 107 

Copy the following : — 



What to See. — In the script we use the word spider but 
once, and then put the three verbs together as we put 
together the names in the other exercises. 

Notice that we use the commas and the and as we did 
when we put names together. 

EXERCISE. 

1. The fly does not grow after getting legs. 

2. The fly does not grow after getting wings. 



Copy the folloiving : — 




yC2&7^y?V^^ 



What to See* — Notice that we here put together the two 
words that differ, and use all the others but once. 

You see that the parts joined maybe chief parts or helpers. 

Notice that when there are but two things connected 
and the connecting word is put in, no comma is needed. 

Additional Work — Commas. 

To the Teacher. — The change here suggested in the order of the 
phrases found in the first " exercise " may give occasion for illustrating 



108 INTRODUCTORY LANGUAGE WORK. 

the use of the comma to set off a word or phrase that breaks in between 
the parts of a sentence. 

Pupils can easily be taught to see that commas aid the reader by 
showing where slight breaks are made in the sentence. 

Few rules are needed. 



LESSON LV. 

A Study of Sentences— Putting Sentences 
Together. 



EXERCISE. 

1. Here is a fly. 

2. This fly lives in our houses. 

3. See his two large eyes. 

4. They take up nearly the whole of his head. 

5. The fly has two wings. 

6. The butterfly has four wings. 

7. The bee has four wings. 

8. Most other insects have four wings. 



A STUDY OF SENTENCES, 109 

What to See. — We have underlined the verbs. You 
may find the subjects. 

Why is is used in the first sentence ? 

What word tells where the fly is ? 

Why is s needed with lives ? 

What little phrase tells where this fly lives ? 

Is the next sentence a statement ? 

The subject you is left out. 

Why does take not end in s ? 

Tell why has and have are used correctly in these sen- 
tences. 

Copy the follovnng : — 

Watching a Fly. 

Here is the fly that lives in our houses. 

See his two eyes that take up nearly the whole of his 
head. 

The fly has two wings, but the butterfly, the hee, and 
most other insects have four wings. 

What to See. — We make that take the place of fly in the 
second sentence of the { ■ exercise/'' and so we join the first 
two sentences. 

You will remember that which has done this same work 
for us. 

Tell how we join the next two sentences. 

Tell how the last three sentences of the i( exercise" are 
put together. 



HO INTRODUCTORY LANGUAGE WORK. 

Find in the new sentence the three subjects of have. 
How are these subjects connected ? 
Where is and understood ? 

What have you learned about the commas here used ? 
What does the word i'ut join ? 

Can you see why a comma is needed before but, and not 
before that? 

Watching a Fly — Continued. 

EXERCISE. 

1. The fly has three pairs of legs. 

2. With these he runs very nimbly. 

3. He doesn't jump. 

4. Watch him. 

5. See him brush his head. 

6. See him clean his head. 

7. He uses his fore legs as hands. 

What to See and Do. — How many statements here ? 
How many commands ? 

Now put together,, without help, such of these sentences 
as should go together. 

Make what changes you like. 

Make as many groups, or paragraphs, as you think proper. 

To the Teacher. — Since the pupils are required to use, in these ex- 
ercises, fore and pair, a lesson may be given on the use and spelling 
of the homonyms — 

four, fore ; 

pair, pear, pare. 



A STUDY OF SENTENCES. HI 

LESSO N LVI. 

A Study of Sentences — Putting Sentences 
Together. 

EXERCISE. 

1. The fly first brushes one side. 

2. He then brushes the other side. 

3. Then he rubs his legs together. 

4. This drives the dust out of the hairs. 

5. After this he gives himself the finishing touches. 

What to See. — You may find the subjects of the verbs 
we have marked. 

Why does each verb end in s ? 

Notice that es, a syllable, is added to brush. 

It would be very hard to sound s after sh. Try it. 

Copy the following : — 

Watching a Fly — Continued. 
The fly first brushes one side, then the other. Then 
he rubs his legs together to drive the dust out of the hairs. 
After this he gives himself the finishing touches. 

What to See. — What words were left out in putting the 
first two sentences of the ''exercise " together ? 

These words are understood — we do not need to repeat 
them. 



112 INTRODUCTORY LANGUAGE WORK. 

Notice the comma. 

Which sentence was changed to a long helping phrase ? 

Watching a Fly — Continued. 

EXERCISE. 

1. The fly has no jaws or teeth to eat with. 

2. He has a tiny tube. 

3. He sucks up his food through this. 

4. We suck water through a straw in the same way. 

5. He lets a drop of water fall from this tube on a 
piece of sugar. 

6. The sugar softens. 

7. He sucks up the sweet liquid. 

8. He brushes and cleans himself carefully after every 
meal. 

9. He uses his hairy legs for brushes. 

What to Do. — Put these sentences together so that they 
will read easily and smoothly. 



A GATHERING UP. 
To the Teacher.— See " To the Teacher," p. 36. 

A single verb adds s to tell what one thing does. 

Is, was, has, and does are used with subjects that 
mean but one. 

Are, were, have, and do are used with subjects that 
mean more than one. 



NAMES CHANGED TO MEAN MORE THAN ONE. \\$ 

Verbs with / and you do not add s. 

Am, was, have, and do are used with/. 

You may mean one or more than one, but the verb is 
always used as if you meant more than one. 

Some words are contracted by leaving out letters and 
putting the apostrophe in their place. 

CONTRACTIONS. 

Isn't, wasn't, hasn't, doesn't, 
aren't, weren't, haven't, don't. 

Be careful not to use don't for doesn't. Ain't, hain't, 
Hain't are incorrect. 

Three or more words or phrases connected and used 
in the same way are generally separated by Commas. 



LESSON LVI I. 
Names Changed to Mean More than One. 

EXERCISE. 

flower bird lamb squirrel 

flowers birds lambs squirrels 

dress ax watch thrush 

dresses axes watches thrushes 

What to Do.— Make good sentences, using all the names 
that end in s or es. 

8 



114 



INTRODUCTORY LANGUAGE WORK. 



Change your sentences and make these names mean one 
thing. 

Be sure to find whether other words need changing. 

Learn to spell the words of the " exercise." 

Names are made to mean more than one by adding 
s or es. 

To the Teacher. — The exercise of changing sentences as suggested 
above is very valuable, and should be followed up. 



LESSO N LVI I I. 

Names Changed to Mean More than One. 

EXERCISE. 



daisy 
daisies 


lily 

lilies 


poppy 
poppies 


pansy 
pansies 


valley 
valleys 


turkey 
turkeys 


monkey 
monkeys 


chimney 
chimneys 


wolf 
solves 


leaf 
leaves 


proof 
proofs 


roof 
roofs 



What to See and Do. — Notice that some of the names 
ending with y change the y to ie when s is added. 

Some others, you see, do not change the y. 
Notice that the latter have e before the y. 
If a, e, or o is before the y, s is added without 
changing the y. 



NAMES CHANGED TO ME AX MORE THAN ONE. H5 

Tell how the other words are changed to mean more 
than one. 

Learn to spell the words of the preceding " exercise.*' 

EXERCISE. 

1. The daisy, lily, poppy, and pansy . 

are blooming in the valley. 

2. The monkey has chased the tur- 
key from the chimney. 

3. The leaf falls on the roof. 

What to See and Do. — Find rive names in the first sen- 
tence. 

Find the verb. 

How many things does this verb tell about ? 

What have you learned about writing these names together? 

Which name belongs to a helping phrase that tells where 
the flowers are blooming ? 

How many sentences can you make of the first sentence 
above ? 

Make them orally. 

Of what is something said in the next sentence ? 

In this sentence two of the names are among the helping 
words. 

One tells ivhat the monkey has chased. 

What does the other help to tell ? 

Find the chief parts of the third sentence. 

What does the phrase on the roof tell ? 

Change these three sentences so as to make each name 
mean more than one. 



116 



INTRODUCTORY LANGUAGE WORK. 



LESSON LIX. 
Names Changed to Show Possession. 

Copy the following words carefully :— 






EXERCISE. 

1. The daisy's petals fold at night. 

2. The lily's cup shows beautiful tints. 

3. The pansy's face peeps up. 

4. The turkey's voice doesn't charm the ear. 

5. Aren't that monkey's fingers in mischief ? 

6. The wolf's howl is ringing on the mountain. 

What to See. — The apostrophe (') and s are joined to 
daisy to show that the daisy has, or possesses, petals. 

The apostrophe and s are joined to lily to show that the 
lily has, or possesses, the cup. 

Tell what the apostrophe and s show in each of the other 
sentences. 

Notice that these names showing possession are all help- 
ing words joined to another name. 

In the first sentence petals is the chief name. 

We say the petals fold, not the daisy. 

Daisy's tells whose petals fold, and so helps the subject. 



NAMES CHANGED TO SHOW POSSESSION. H7 

Lily's tells whose cup. 

Find what each of the other words showing possession 
does in the sentence. 

Each of these names ending in 's means but one. 

Xotice that each simply adds 's, and that y is not changed 
to ie, nor/ to ve, as in the preceding lesson. 

Find in the " exercise " two contractions^ and tell what 
the apostrophe stands for. 

To the Teacher. — That each of these possessives means but one, and 
that the apostrophe precedes the s, should be impressed. 

In the fourth and fifth sentences the pupil is liable to use the wrong 
verb. Exercises in repeating and changing these and similar sen- 
tences will be profitable. 

Chief Parts and their Helpers. 

The pupils should be able to point out the chief words and their 
helpers. 

LESSO N LX. 

Names Changed to Show Possession — One and 
More than One. 

Copy the folloiving words carefully, and compare them with 
the words at the beginning of Lesson LIX.: — 




118 INTRODUCTORY LANGUAGE WORK. 

EXERCISE. 

1. The daisies' heads are nodding to us. 

2. The lilies* cups are robbed by the bees. 

3. The jpansies* faces look like laughing fairies. 

4. The turkeys' voices have suddenly stopped. 

5. Monkeys' faces are grinning at us. 

6. The wolves' voices answer each other. 

What to See. — The apostrophe (') is joined to daisies to 
show that the daisies own, or possess, the heads. 

You have learned that the s at the end of daisies makes 
the word mean more than one. 

Here the apostrophe alone shows the possession. 

The apostrophe is joined to lilies to show that the lilies 
own, or possess, the cups. 

Tell what each of the other apostrophes shows. 

Notice that these names showing possession are all help- 
ing words joined to another name. 

Daisies' helps to picture the thing we are talking about 
by telling whose heads are nodding. 

Lilies' helps the next subject by telling whose cups. 

You may tell what each of the other words in italics 
does. 

How many of the helping names above mean more than 
one ? 

How do you know ? 

To the Teacher. — That the s in these possessives is added to make 
the name mean more than one, and that the apostrophe is afterward 
added to show the possession, should be thoroughly understood. 



HOW TO SHOW POSSESSION. H9 

Chief Parts and their Helpers. 

We advise exercises in pointing out the chief words and noting their 
agreement, and in changing the number of the subjects that other 
necessary changes may be noted. 

What the helping words do should be told, in a general way, by the 
pupils. 

LESSON LXI. 

How to Show Possession — One and More 
than One. 

Copy the following carefully : — 

baby's nose wren's song 

babies' noses wrens' songs 

calf's food Maggie's hat 

calves' food lady's dress 

Harry's kite ladies' dresses 

America's flag George's drum. 

What to See. — Are any of these expressions sentences ? 
Why ? 

Which of the names copied are common names ? 

Which are particular names ? 

What have you learned about such names ? 

Which of the names that show possession mean but one ? 

How is each of these made to show possession ? 

Which of the names that show possession mean more than 
one ? 

How is each of these made to show possession ? 



120 



INTRODUCTORY LANGUAGE WORK. 





EXERCISE. 




man 


woman 


child 


men 


women 


children 


ox 


mouse 


goose 


oxen 


mice 


geese 



What to See. — Which of these names mean but one ? 

Which mean more than one ? 

Do any of these add s or es f 

Notice the words of each pair, and see how they differ. 



women's bonnets 

ox's horns 
oxen's horns 



Copy the following carefully : — 

man's home woman's bonnet 

men's homes 

child's toys 
children's toys 

mouse's nest goose's bill 

mice's nests geese's bills 

What to See. — Of these helping words showing posses- 
sion, which mean more than one ? 

Tell how each of these twelve helping words is made to 
show possession. 

They all show possession in the same way, because no 
one of them has added s or es to mean more than one. 

When a name has added s or es to denote more titan 
one, the apostrophe alone is joined to shoiv possession. 

To all other names the apostrophe and s are joined 
to shoiv possession. 



HOW TO SHOW POSSESSION. 121 





LESSON LXII. 


How to 


Show 


Possession - 
than One. 

EXERCISE. 


-One and More 


man 




child 


woman 


fox 




doll 


cricket 


girl 




boy 


pony 



What to Do. — Make nine short sentences, using each 
of the words above to show possession. 

Change each of your sentences so as to make this help- 
ing name mean more than one, thus — 

A child? s voice is calling. 
Children's voices are calling. 

LESSO N LXI I I. 

How to Show Possession — Names, and Words 
Used for Names. 

EXERCISE. 

1. A rat washes its face. 

2. The knife is his. 

3. The ribbon is hers. 

4. The rabbits are ours. 

5. The doves are yours. 

6. The lambs are theirs. 



122 INTRODUCTORY LANGUAGE WORK. 

What to See. — What word tells whose face ? 

What name does its take the place of ? 

Knife is understood after his., ribbon after hers, rabbits 
after ours, doves after yours, and lambs after theirs. 

Notice that, when the words understood are put in, the 
s is dropped from hers, ours, yours, and theirs. 

Each of these words is a helping word belonging to the 
word understood and showing possession. 

Words that stand for names do not use the apos- 
trophe to show possession. 





EXERCISE. 




its 


his 


hers 


ours 


yours 


theirs 



What to Do. — Write short sentences, using each of the 
words above to show possession. 





EXERCISE. 




oxen 


hens 


geese 


toads 


dogs 


cows 



What to Do. — Write sentences, using the words above to 
show possession. Then change your sentences so that each 
of these words shall mean but one. 

To the Teacher. — We suggest that the teacher give short sentences 
orally, pausing for the pupils to put in his, yours, etc. If quick re- 
plies are required, such errors as — 

his'n, your'n, etc., 
may be discovered. These will need special attention and drill. 



GEXERAL EXERCISES— QUOTATIONS. 



123 



LESSON LX I V. 

General Exercises — Quotations. 

Copy the following very carefully : — 











^U 




'/U47U/. 



What to See. — Explain the contractions I'll, can't (not 
used in formal writing), and ma'am {madam). 

Explain all the words that show possession. 

Find in each sentence the name of the one addressed, and 
tell what you have learned about such words. 

Notice the word I in these sentences. 

What have von learned about this word ? 



124 INTRODUCTORY LANGUAGE WORK. 



QUOTATIONS. 

Notice the marks before yes and after try. 

These marks show that the words yes, sir, I'll try are 
not the words of the one who writes the whole sentence, 
but that they are the exact words of some other person — 
Grace. 

We say that these words are quoted from Grace. 

In the next sentence what words are quoted from Jack ?' 

These words taken by the writer from some other person 
we call Quotations. 

In the third sentence what words are quoted from Julia ? 

In the fourth what words are quoted from some boy ? 

In the last what words are quoted from some girl ? 

Notice that each quotation begins with a capital. 

Notice that each quotation is separated from the other- 
words by a comma. 

Notice that each quotation has two apostrophes at one 
end, and two turned-over apostrophes at the other. 

These are called Quotation Marks. 

When a tvriter uses the exact words of another per- 
son, he should inclose them within Quotation Marks. 

Dictation. 

To the Teacher. — Pupils should be able to write these sentences 
from dictation. 

Other similar sentences may be made by the pupils' help, and then 
dictated. 

The time of one or two additional recitations could be very profit- 
ably spent here. 



GENERAL EXERCISES— QUOTATIONS. 125 

LESSON LXV. 
General Exercises — Quotations. 

Copy the fottoiving very carefully : — 








tc&fri/pe/ ^i^aJyytTz^iy . 






'/cms, 






Oisczy/OciJck^x^^ C^^^^ 7 ^^^/ 



What to See. — Find in the first sentence an apostrophe 
that helps to show possession, and one that takes the place 
of a. 



126 INTRODUCTORY LANGUAGE WORK. 

How are I am, we are, I have, it is not, and there is con- 
tracted ? 

Tell what the apostrophe stands for in each contraction. 

Of the three names showing possession, which mean more 
than one ? 

What shows the possession in each ? 

Notice the word in the last sentence. 

What have you learned about writing when it is a word ? 

What words are here used simply to name the one 
addressed ? 

How' are these words separated from the others ? 

What does the mark after hoys show ? 

QUOTATIONS. 

Eead each quotation. 

What do you call the marks before and after each quota- 
tion ? 

Which of these quotations is at the beginning of the 
sentence ? 

Which is at the end ? 

Which are brought in between some of the writer's own 
words ? 

If the first quotation is read by itself, will it make sense, 
like a sentence ? • 

Can you say the same of all the others ? 

The three words, our lost Joe, do not make complete sense, 
so this quotation does not begin with a capital, and is not 
separated from the other words by commas. 

Does each of the other quotations begin with a capital ? 



PUTTING SENTENCES TOGETHER— QUOTATIONS. 127 

How is each separated from the words it is used with ? 

Does each quotation in Lesson LXIV. begin with a 
capital ? 

Does each make complete sense ? 

A quotation that makes complete sense begins tvith 
a capital, and is generally separated from the other 
words by a comma or by two commas. 

Dictation, etc. 

To the Teacher. — The term " quotation " is here used in the sense 
of "exact quotation/' The distinction between direct and indirect 
quotations should be made farther on. 

We suggest that for other lessons the pupils learn to write these sen- 
tences correctly from dictation, and that they be able to explain, with- 
out the aid of the book, all new points brought out, as well as the points 
designed for review. 

LESSO N LX VI. 

Putting Sentences Together — Quotations. 

The Ant and the Grasshopper — A Fable. 

SEPARATE STATEMENTS. 

1. An ant was working. 

2. She was making a storehouse. 

3. She was filling it. 

4. She was tugging a grain of rice. 

5. A friend was helping. 

6. The grain was bigger than themselves. 

7. A grasshopper came up. 



128 INTRODUCTORY LANGUAGE WORK. 

STATEMENTS IN PARAGRAPHS. 

Copy the following : — 

An ant was busy at work one sunny summer day. She 
was making a storehouse and filling it with food for her 
family. 

Just as she and a friend were tugging along a grain 
of rice much bigger than themselves, up came a lively 
grasshopper* 

What to See. — Do you think the first sentence above a 
better beginning for a story than the first of the " separate 
statements " ? 

Why ? 

Tell all you can about the making up of the next sentence. 

How many of the " separate statements" are put into the 
second paragraph above ? 

Notice that the first words, just as, help to hold all the 
others together, for they keep us anxiously waiting for the 
words at the end, Up came a lively grasshopper. 

You may remember being told that, in making a story, 
it is a good thing to hold the most interesting part for the 
last, and keep the reader anxious to know how the story is 
" coming out." 

Tell Avhat you can about how the four sentences were put 
together to make this paragraph. 

What to Do. — Now write this story in your own lan- 
guage, and arrange it as you think best. 



QUOTATIONS DIVIDED. 129 

LESSON LXVI I. 

Quotations Divided. 

Copy the folloivi7ig carefully, noticing the quotation marks 
very particularly : — 

The Ant axd the Grasshopper — Continued. 

" Sow do you do, Mother Ant ? " said the grasshopper, 
" and tvhy do you work so hard this fine day ? " 

" Mr. Grasshopper, I work now so that I may have 
food when the cold days come" 

" Nonsense ! " replied the grasshopper, " you need not 
he in such a hurry. Summer is not nearly over yet. Come 
and enjoy yourself as I do. 

" I do nothing hut chirp and dance all day long, ivhile 
you creep about and think of nothing hut work." 

What to See. — Notice that in this story, or fable, the 
ant and the grasshopper talk like persons, so you find 
Mother Ant and Mr. Grasshopper written as particular 
names. 

Notice that the story is continued from Lesson LXVI. 

Notice that the first of these paragraphs is made up of 
two questions joined by and, with said the grasshopper 
thrown in between. 

All these words except said the grasshopper are one quo- 
tation from the grasshopper. 
9 



130 INTRODUCTORY LANGUAGE WORK. 

Said the grasshopper divides this quotation, so we mark 
the part before these words and the part after as if each 
were a separate quotation. 

Tell where you find these quotation marks. 

Does this marking leave said the grasshopper out of the 
quotation ? 

Who is quoted in the next paragraph ? 

Does the story-writer break into this quotation with any 
of his own words ? 

Who is quoted in the next two paragraphs ? 

What three words of his own does the story- writer throw 
in here ? 

How are the marks put so as to leave out these words 
from the quotation ? 

The marks before I in the last paragraph could be left 
out, but when the quotation has more than one paragraph, 
these marks are put before each paragraph to catch the eye 
and show that the quotation is still going on. 

To the Teacher. — Divided quotations and quotations extending 
through several short paragraphs are very common in books for young 
children. In order that such stories may be read, copied, and imitated 
intelligently, it is important that pupils should early be taught all that 
is brought out above. 

Young children can easily be interested in learning about things 
found in interesting stories. 

Let selections containing colloquial quotations be found in Readers 
or other books and put before the pupils. 

After oral exercises have made them familiar with all the points 
connected with quotations, some of the selections should be dictated 
for writing, and then compared with the book for correction. 



PUTTING SENTENCES TOGETHER. \^\ 

LESSON LXVI I I . 

Putting Sentences Together— Quotations. 

THE A^T A^D THE GRASSHOPPER — Continued. 
SEPARATE STATEMENTS. 

1. The summer sun no longer shone. 

2. The earth was cold and chill. 

3. The grasshopper's wings felt heavy. 

4. He did not care to chirp any more. 

What to Do. — Dress up these lines as you see fit, and 
put them into one paragraph. 

We do not advise putting them all into one sentence. 

Be careful not to make your sentences too long. 

Notice how the other part of the story left off. Some- 
thing about hoiv long after might be brought in with the 
first sentence above. 

Copy the following carefully, and notice the quotation marks 
very particularly : — 

Feeling cold and hungry, he said, " I will go and ask 
Mother Ant to give me something to eat out of that great 
store of hers." 

So he hopped away sadly to the antfs house, and 
knocked at the door. 

" Who is there ? " cried the ant. 

u Your friend, the grasshopper" 



132 INTRODUCTORY LANGUAGE WORK. 

" What do you want? " 

" I have come to beg a little food. I donH know where 
to get any, and I am very hungry T 

What to See. — Notice that what you have just copied 
continues the story from where you left it after joining the 
sentences at the beginning of this lesson. 

Who is quoted in the first paragraph copied ? 

Where do you find quotation marks ? 

Are there any quotations in the next paragraph ? 

Notice that each of the next three lines makes a 
paragraph. 

Notice that the first word of each is set in to the 
right. 

Find each quotation, and tell where the quotation marks 
are placed. 

LESSON LXIX. 

Finishing the Fable. 

What to Do. — You may finish the story in your own 
language. 

Arrange and connect your sentences as you think best. 

HINTS. 

What do you think the ant said to the 
grasshopper ? 

Do you think she gave him food ? 

Do you think she said anything about 
his laughing" at her in the summer? 



AGREEMENT OF CHIEF PARTS. 133 

Do you think she mentioned his being 
lazy, or told him that he might dance all 
winter ? 

Do lazy people deserve much help ? 

What do you think the fable teaches ? 



LESSON LXX. 

Agreement of Chief Parts— General Exercises. 

EXERCISE. 

1. The rain doesn't stop. 

2. The clouds don't move. 

3. The weather doesn't please. 

4. The flower doesn't open. 

5. The grasshopper doesn't chirp. 

6. The butterfly doesn't flit. 

7. The bee doesn't work. 

8. The birds don't sing. 

9. The farmer doesn't plough. 

10. The children don't shout. 

11. The sun doesn't shine. 

12. He doesn't care. 

What to Do. — Show that doesn't and don't are correctly 
written and used in these sentences. 

Read the sentences till you can run over them quite 
rapidly without feeling like putting don't or doesn't in the 
wrong place. 



134 INTRODUCTORY LANGUAGE WORK. 

k EXERCISE. 

1. You were beaten. 

2. Were you beaten ? 

3. Weren't you beaten ? 

4. You were shaken. 

5. Weren't you shaken ? 

6. How you were shaken ! 
T. We were beaten. 

8. Wasn't he beaten ? 

9. Weren't they beaten \ 

10. Weren't you chosen ? 

11. Wasn't he chosen ? 

12. Weren't we chosen ? 

What to Do. — Show that each verb above has its right 
form. 

Hemember that the verb is always used with you as 
if you meant more than one. 

Kepeat these sentences quite rapidly till you feel no ten- 
dency to use was for were, or ivasnH for weren't. 

LESSO N LXXI. 
Agreement of Chief Parts — General Exercises. 

EXERCISE. 

1. There go the rabbits. 

2. Here come the dogs. 

3. After them goes Joe with his gun. 



AGREEMENT OF CHIEF PASTS, 135 

4. Here come Joe and his clogs on their return. 

5. In Joe's bag are a rabbit and a squirrel. 

What to See and Do. — We have underlined the subjects 
in this " exercise." 

Find in each sentence the chief word that tells. 

Xotice that in the third sentence gun belongs to a helping 
phrase, and that in the fourth, dogs is one of the chief 
names. 

Show that go. goes, come, and are are correctly used. 

What does there do in the first sentence ? Here in the 
second ? After them in the third ? In Joe's hag in the fifth? 

Read these sentences quite rapidly and see whether they 
sound right. 

EXERCISE. 

1. The tongs are broken. 

2. Aren't the tongs broken ? 

3. Weren't the tongs broken ? 

4. Were the scissors stolen i 

5. Aren't the shears broken I 

6. Have the ashes been shaken ? 

7. How the ashes do fly ! 

8. Where were the ashes thrown i 

9. Weren't the ashes shaken I 
10. Don't the shears cut ? 

What to Do. — The word tongs names one tool; but, as 
this tool has two parts, the word is written and used as if 
it meant more than one. 



136 INTRODUCTORY LANGUAGE WORK. 

Find other such words. 

Show that the proper verb is used in each of these sen- 
tences. 

Eepeat these sentences till you think there is no danger 
of using the wrong verb. 

To the Teacher. — It is hardly probable that your pupils will say 
I be, they is, etc. ; but much drill will be required to overcome the use 
of don't for doesn't, was for were — especially with you, — -and the use of 
the wrong form of the verb after there, here, etc., and with such words 
as ashes, tongs, etc. 

It may be necessary to return to these exercises quite frequently. 
They can be varied in many ways. 

Notice that we use the forms beaten, shaken, chosen, broken, stolen, 
etc., for a purpose. It is advisable to bring in such forms incidentally 
when possible. 

Exercises are here suggested on the spelling and use of the homo- 
nyms — 

here, there, 
hear ; their. 



LESSO N LXXI I . 

Agreement of Chief Parts — General Exercises. 

To the Teacher. — With the few exceptions noted in the preceding 
lessons, most failures to make the verb agree with its subject come 
from not being able to detect these parts immediately and instinctively 
in whatever part of the sentence they may be found. 

The advantage of the earliest possible training in picking out the chief 
parts, and reading them together in their regular order, is evident. 

In constructions like the following, in which the chief parts are 



AGREEMENT OF CHIEF PARTS. 13 7 

transposed, or some word not the subject comes immediately before the 
verb, the untrained eye and ear are deceived. 

In the following "exercise" let the pupils read the chief parts in 
their natural order, and let the helping words be brought out. It will 
please the pupils to see why so many persons make mistakes with such 
sentences. 

EXERCISE. 

1. On what tree do acorns grow ? 

2. Here is a pocketful of chestnuts. 

3. One of the boys is climbing the tree. 

4. In his pocket are a knife and a top. 

5. Down come knife, top, and nuts. 

6. Every one of the girls has filled her basket. 

7. Neither of the bags has been filled. 

8. Halloo ! doesn't that squirrel know how to crack 
nuts ! 

9. Weren't you and Billy up the tree ? 

10. A whole barrelful of nuts was taken from here 
yesterday. 

What to See and Do. — We have marked the chief parts 
of each sentence. You may read them together, putting 
the subject before its verb. 

In the third sentence one means one boy, and of the boys 
is only a helping phrase. 

In the sixth, one means one girl. 

In the seventh, neither means neither bag. 

Eead each sentence till you think there is no danger of 
using the wrong verb. 



138 



INTRODUCTORY LANGUAGE WORK. 



Dictation. 

To the Teacher. — For another lesson, these sentences may be varied, 
and dictated with the test word omitted, to be filled in by the pupils 
afterward. 



LESSON LXXI I I 



Addresses— Dates — Names — Titles. 



. 1 



Copy the following and notice everything : — 




(z^nw/. 




■??/ 



J2^J2U, 





ttzn-. 



^. 



ADDRESSES— DA TES— NAMES— TITLES. ] 3 9 








What to See. — In these addresses are found the abbre- 
viations of Connecticut, Arkansas, Pennsylvania, and 
Esquire. 

Tell how each is made. 

What do you mean by a person's address ? (See Lesson 
XXXIV.) 

Notice in the first address that the title is put after the 
name. 

This title is given to lawyers, and to other prominent 
persons. 

How is this abbreviation separated from the name ? 

What do you find after each line of this address ? 

AVhat two reasons can you give for the period after 
Conn.? 

The name in the second address has one title before and 
another after it. 

You learned about Rev. in Lesson XXXIII. 

Colleges sometimes give clergymen the title of Doctor 
of Divinity. 

The abbreviation for this title is D.D, 



140 INTRODUCTORY LANGUAGE WORK. 

Iii speaking to this clergyman, or of him, you would 
say Doctor Wesley. 

His name may also be written — 

Rev. Dr. Jonathan Wesley. 

Doctor of Medicine is abbreviated M.D. 

This is the title of one that practices medicine and heals 

diseases. 

The third name may also be written — 

Dr. Edwin F. Holmes. 

Be careful not to use both Mr. and Esq. with the 
same name; as — 

Mr. John Smith, Esq. (Very bad.) 

Do not use either Mr. or Esq. ivith Dr., M.D., or 
D.D. 

Notice that the first address gives the name and title, the 
post-office, the county, and the state. 

The third address gives the name and title, the number 
of the house, the street, the city, and the state. 

What two things just named are put together without a 
comma ? 

Tell what is given in each script line of these addresses. 

Tell what each comma separates. 

It may be well for you to see whether you remember 
what was learned in Lessons XXXIV. and XXXV. 

Dictation. 

To the Teacher. — Let the pupils write the addresses from dictation. 
Question them closely on every part. 






ADDRESSES, DATES, ETC. 141 

LESSON LXXI V. 
Addresses, Dates, Etc. 

EXERCISES-ADDRESSES. 

Master Ralph S. Lee lives in the city of San Francisco, 
which is in California. The number of his house is 777. 
It is in Van Ness Avenue. 

Miss Agnes Harrison is staying at the Southern Hotel, 
in the city of St. Louis. This city is in Missouri. 

Philip C. Hayne, a lawyer, lives in the city of Charles- 
ton, in the state of South Carolina. His house is num- 
bered 75. It is in Meeting Street. 

Robert O. Bryant is a Doctor of Medicine. He lives at 
Harper's Ferry, in Jefferson County. This county is in 
West Virginia. 

Paul J. Calvin is a Doctor of Divinity, living at Genoa, 
in Nebraska. Genoa is in Nance County. 

What to Do. — From the five groups of statements above 
write out five addresses in the proper form. 

You may write the last two titles in two ways. 

In the second address the name of the hotel takes the 
place of the house number and the street. 

We here give you the abbreviations for the states men- 
tioned in these addresses : — 

Cal., Mo., S. C, W. Va., Xebr. 



142 INTRODUCTORY LANGUAGE WORK. 

To the Teacher. — Attention may be called to the use of at and in, 
and the expression staying at the Southern Hotel may be noted as 
preferred to stopping, etc. 

Dictation. 

The pupils should be able to write these addresses from dictation 
till they are correct in every particular. 

This dictation, with the exercises on dates, may require a separate 
lesson. 

EXERCISES-DATES. 

The telegraph came into use in the United States on 
the twenty -seventh day of May, in the year eighteen 
hundred and forty-four. 

The Pilgrims landed on the twenty-first day of De- 
cember, in the year sixteen hundred and twenty. 

"Washington became our first president on the thirtieth 
day of April, in the year seventeen hundred and eighty- 
nine. 

What to Do. — Write out the dates mentioned above in 
the short form given in Lesson XXXVIII. 

After writing these dates, read them as directed in Les- 
son XXXVIII. 



LESSON LXXV. 

A Letter. 

Copy the following letter very carefully, and notice every* 
thing : — 






/00/ 



iLJuikZ^zdt^a/, 



c£$3/,. 




y€^4^^%4^^^y^^^^>y^ ( zy■^ 



144 



INTRODUCTORY LANGUAGE WORK. 




5TAHP 



^^ 



AN ORIGINAL LETTER. 145 

What to See and Do. — The comma between me and 
and, in the second paragraph of the letter., separates two 
sentences that have been joined by and. 

The comma between books and with, in the third para- 
graph^ separates two sentences that have been joined by 
which. 

For a review you may tell what all the other commas 
do. 

Tell about the abbreviations and the periods. 

La. stands for Louisiana, and Wis. for Wisconsin. 

Find three particular names inclosed by quotation marks. 

These are names, or titles, of books. 

AVithout these marks you might take Little Lord 
Fauntleroy as the name of a real person, instead of a 
title quoted from Mrs. Burnett's book. 

Pick out all the particular names. 

Draw the outline of an envelope and write the address in 
proper form. 

LESSO N LXXVI. 

An Original Letter. 

What to Do. — Write to some friend and tell about your 
last birthday. 

If you can remember nothing of importance that hap- 
pened, tell what you expect to do, or would like to do, on 
your next birthday. 

Put all parts of your letter in the proper form. 

Group your sentences into paragraphs. 
10 



146 



INTRODUCTORY LANGUAGE WORK. 



LESSON LXXVI I 



Copy the following very carefully :- 




A LETTER. 



14? 




^€Z/ZS. /^Ufrfa. S^UZj^. / 









^ 



^^^ 







148 



INTRODUCTORY LANGUAGE WORK. 



A^O^y 



w^^^^^€^>: 



^G6^%%5^S^^^^^ 






5TAMP 





To the Teacher. — Pupils should be able to write this letter from 
dictation. They may correct their own or each other's work by com- 
parison with the book. 



GENERAL EXERCISES. 149 

LESSO N LXXVI I I. 

General Exercises. 

What to See. — What are separated by the commas 
found in the lines before and after the body of the letter in 
Lesson LXX VII. ? 

Explain the use of the capitals and the periods in this 
letter. 

The first 7 is a capital for what two reasons ? (See Les- 
son XXXIX.) 

Find the names of two seasons. 

Do they begin with capitals ? 

Explain the exclamation marks. 

Where are commas used with the name of the one 
addressed ? 

What quotations do you find in this letter ? 

Is either of these divided into parts by some of the 
writers own words ? 

Tell how these quotations are marked. 

What words in this letter show possession ? 

Explain their forms. 

How many paragraphs in the body of this letter ? 

How are paragraphs made ? 

To the Teacher. — Call attention to the order of the words Alice and 
me, and to the form of me. Exercises are here suggested showing that 
such terms as "Alice and 7" are used as subjects, and that such as 
"Alice and me" are used after the verb to tell whom. 



150 INTRODUCTORY LANGUAGE WORK. 

LESSON LXXIX. 
An Original Letter. 

What to Do.— You may write another letter for Bessie, 
and tell the rest of her story. (See Lesson LXXVIL) 

Perhaps you prefer to tell about another walk this little 
party took along a pleasant stream. If you wish, you may 

use these — 

HINTS. 

Ripple over pebbles — leap over 
rocks — a sound like laughter — dance 
and whirl on — deep clear pool — alders 
and willow bend over — catkins, pussy 
willows — trout leap — green sloping 
banks — white and blue violets — What 
other wild flowers ? — Took home 
what ? 

LESSON LXXX. 
An Original Letter. 

HINTS. 

Frank Harper visits his grandfather at Hanover, 
Grafton Co., N. H. (New Hampshire). 

He is interested in the pigs, the calves, the cows, and 
the pony. He watches the man plowing, and notices 
the birds following the plow to pick up insects. He 
finds a bird's nest. 



A GATHERING UP. \§\ 



Frank writes to his brother Albert, who is staying at 
the Palmer House, Chicago, and tells him what he has 
seen and done. 

What to Do. — You may write Frank's letter. 



A GATHERING UP. 
To the Teacher.— See "To the Teacher," p. 36. 

Names are made to mean more than one by adding 

s or es. 

Some names ending with y change the y to ie xvhen s 
is added. 

If a, e, or o is before the y, s is added without chang- 
ing the y. 

When a name has added s or es to denote more than 
one, the apostrophe alone is joined to show possession. 

To all other names the apostrophe and s are joined 
to shoiv possession. 

AYords that stand for names do not use the apostrophe to 
show possession ; as, his, hers, its, ours, yours, theirs. 

Contractions. 

I'll, can't, ma'am, I'm, 
we're, I've, 'tisn't, there's. 

His'n, your'n, their 'n, etc., are incorrect. 



152 



INTRODUCTORY LANGUAGE WORK. 



When a writer uses the exact words of another 
person, he should inclose them within Quotation 
Marks. 

When a writer divides a quotation by putting in words 
of his own, each part of the quotation should be inclosed. 

Whmi a quotation makes complete sense, it begins 
with a Capital, and is generally separated from the 
other words by a Comma or by two commas. 



To the Teacher.— See " To the Teacher," p. 127. 



Abbreviation s. 



Esq., Esquire. 

D.D., Doctor of Divinity. 

M.D., Doctor of Medicine. 

Ark., Arkansas. 

Cat., California. 

S. C, South Carolina. 

Nebr., Nebraska. 

Wis., Wisconsin. 



N. H., New Hampshire. 
Conn., Connecticut. 
Pa., Pennsylvania. 
Mo., Missouri. 
W. Va., West Virginia. 
La., Louisiana. 
Vt., Vermont. 



Be careful not to use both Mr. and Esq. tvith the 
same name. 

Do not use either Mr. or Esq. with Dr., M.D., or 
D.D. 



PART SECOND. 



To the Teacher. — Between the lessons on the verb the teacher 
may, if variety is needed, introduce lessons in composition and letter- 
writing selected from the pages farther on. 

Lessons in letter- writing should be given at frequent intervals. 

The teacher will find opportunity for continuing the incidental ex- 
ercises on homonyms. For example- — page 154, see and sea ; page 160, 
blew and blue, know and no, knew and new ; page 161, beat and beet, 
break and brake, write and right, wrote and rote; page 164, rode and 
rowed ; page 165, steal and steel, etc. 



LESSON LXXXI. 

Using the Verb Right. 

Do, did, done. 

EXERCISE. 

1. We do the work to-clay. 

2. We did the work yesterday. 

3. We have done the work to-clay. 

To use done for did in the second sentence above would 
be very bad. 

Done must never be used by itself as the chief part 
that tells. 



154 INTRODUCTORY LANGUAGE WORK. 

EXERCISE. 

1. Who did the mischief ? 

2. The wind did it. 

3. The frost did it, 

4. The cat ^^ it, 

5. Who did wrong ? 

6. I 6^'<$ wrong. 

7. Tom did right. 

8. J did it carelessly. 

9. Tom did his best. 

10. Who did up the package ? 

11. John did up the package. 

12. Mary dkVZ her work very neatly. 

What to Do. — Bead these sentences till you think that 
there is no danger of your using done for did. 

Make five sentences, using did as a complete verb. 

See, saw, seen. 
EXERCISE. 

1. We see it now. 

2. We saw it yesterday. 

3. We have seen it. 

To use seen for satv in the second sentence would be very 
bad. 

Seen must never be used by itself as the chief part 
that tells. 



USING THE RIGHT VERB— LIE AND LAY. 155 

EXERCISE. 

1. I saw him this morning. 

2. I saw him when he did it. 

3. Jack saw him, and did his best to catch him. 

4. The boys saw the storm coming. 

5. The crow saw me before I saw him. 

What to Do. — Eead these sentences till the verbs sound 
natural, and there is no danger of using seen for saiv. 
Make five sentences using saw correctly. 

To the Teacher. — That the pupil's eye, ear, and tongue may be 
trained together, it is better, in all these sentences for repetition, to 
have the full form in the text-book. For further drill the teacher may 
put these or similar sentences on the board, leaving blanks to be filled. 

LESSON LXXXI I. 
Using the Right Verb — Lie and Lay. 

EXERCISE. 

1. The dolls lie on the floor. 

2. They lay there yesterday. 

3. They have lain there all clay. 

What to See. — In the first sentence lie tells what the 
dolls do now, or at the present. 

In the second, lay tells what the dolls did in the past — 
yesterday. 

In the third, notice that lain follows have. It can not be 
used alone as a chief part. 

Lie, lay, and lain are three forms of the same verb. 



156 INTRODUCTORY LANGUAGE WORE. 

We may call lie the present form, lay the past form, and 
lain the form used with have, had, etc. 

EXERCISE. 

1. We lay our books on the table now. 

2. We laid them on the shelf yesterday. 

3. We have laid them away carefully. 

What to See. — In the first sentence lay tells what we do 
now, or at the present. 

In the second, laid tells what we did in the past — yester- 
day. 

In the third, laid is used with have. 

Lay and laid are forms of the same verb. 

Lay is the present, and laid is the past. Laid is also 
used after have, had, etc. 

HOW Lie AND Lay DIFFER IN MEANING. 

Present. Past. Used with have, etc. 

Lie, lay, lain. 

Lay, laid, laid. 

Lie means to rest or recline. 

Lay means to put or place. 

Do not use lay for lie, nor laid for lay and lain. 

What to Do. — Put rest or rested in place of lie, lay, and 
lain in the sentences of the first " exercise/' 

Use recline or reclined in the same sentences. 

Use put in place of lay and laid in the sentences of the 
second "exercise." 

Now use place or placed in the same sentences. 



USING THE RIGHT VERB—SIT AND SET. 15 7 

Write the first sentence of each "exercise" and use for 
the subject a name that means but one. 

Eead the sentences of both ''exercises" till the verbs 
sound familiar. 

Make sentences using lie, lay, and lain. 

Make sentences using lay (to place) and laid. 

LESSON LXXXII I. 
Using the Right Verb — Sit and Set. 

EXERCISE. 

1. The dolls sit in their chairs. 

2. They sat there yesterday. 

3. They have sat there all day. 

What to See. — In the first sentence sit tells what the 
dolls do now, or at the present. 

In the second, sat tells what the dolls did in the past — 
yesterday. 

In the third, sat is used with have. 

Sit and sat are forms of the same verb. 

Sit is the present, and sat is the past. Sat is also used 
after have, etc. 

EXERCISE. 

1. We now set the dolls' chairs by the table. 

2. We set them there last week. 

3. We had set them there before. 

Wliat to See. — In the first sentence set tells what we do 
now, or at the present. 



158 INTRODUCTORY LANGUAGE WORE. 

Iii the second, set tells what we did in the past — last 
week. 

In the third, set is nsed after had. 

The same word set is used for the present, the past, and 
with have, had, etc. 

HOW Sit AND Set DIFFER IN MEANING. 

Present. Past. Used with have, etc. 

Sit, sat, sat. 

Set, set, set. 

Sit means to rest. 

Set means to put or place. 

Do not use set for sit and sat. 

What to Do. — Put rest or rested in place of sit and sat 

in the sentences of the first " exercise." 

Use put in place of set in the sentences of the second 
" exercise." 

Use place or placed in the same sentences. 

Write the first sentence of each " exercise " and use for 
the subject a name that means but one. 

LESSON LXXXIV. 
General Exercises — Lie and Lay, Sit and Set. 

EXERCISE. 

1. Lie down, Carlo. 

2. You have lain long enough. 

3. How quietly you have lain ! 



GENERAL EXERCISES— LIE AXD LAY, SIT AXD SET. 159 

4. Now sit up. 

5. Lay your right paw in my hand. 

6. You have Z^VZ down the left. 

7. Now ^ down where you lay before. 

8. Are you tired of lying there ? 

9. Now sit for your picture. 

10. You have sat long- enough. 

11. How patiently you have sat ! 

12. Bring that stick and lay it down here. 

13. Let it lie. 

14. Now lay it where it lay before. 

15. Take this basket and set it on the stool. 

16. Let it sit there. 

17. Now set it where it sat before. 

18. You may lie on the rug. 

19. Have vou lain long enough ? 

20. Carlo lies down or sits up, as I tell him. 

21. I told Rover to lie down, and he sat up. 

22. I told him to sit up, and he lay down. 

What to Do. — Kepeat these sentences till there is no 
danger of using the wrong verb. 

To the Teacher. — Xo instruction in technical grammar is needed 
here. 

The pupils may be allowed to test the italicized words above by 
putting in their stead rest or rested, place or placed. 

It may help in these tests to explain that when one is standing, we 
say, Sit down — Rest with the body partly down ; and when one is lying, 



160 



INTRODUCTORY LANGUAGE WORK. 



we say, Sit up = Rest with the body partly up. Lie doivn = Rest with 
the body down. 

Dictation. 

These sentences may be dictated with the test words omitted. 
Sentences written by the pupils should be mainly those using lie, 
lay, and lain. 

Several recitations can profitably be spent here. 



LESSON LXXXV. 
Using the Verb Right. 



Present. 


Past. 


Used with have, etc. 


Blow, 


blew, 


blown. 


Draw, 


drew, 


drawn. 


Grow, 


grew, 


grown. 


Know, 


knew, 


known. 


Throw, 


threw, 


thrown. 



Hemember that blew, blown ; drew, drawn ; grew, 
grown ; knew, known ; threw, thrown, are correct 
forms, and that Mowed, drawed, growed, knowed, throwed 
ure incorrect forms. 

EXERCISE. 

1. The wind blew hard in the night. 

2. Large oaks were blown down. 

3. The snail drew back his feelers. 

4. He has drawn his slimy body across the walk. 

5. This flower grew by the roadside. 

6. The vine has grown over the trellis. 



USING THE VERB RIGHT. \§\ 

7. He knew every wild flower by name. 

8. I have known him for years. 

9. Tall trees threw their shadows across the field. 
10. The ant-hill was suddenly thrown into confusion. 

What to Do. — Read the verb in each sentence, and tell 
which form is used. 

Eead the sentences till the verbs sound familiar. 

Write ten sentences, using the words in the second and 
third columns. 

ORAL EXERCISE. 

Has Mown, have been bloivn, was blown, have blown, were 
Mown. 

What to Do. — Read these verbs, and put a proper sub- 
ject before each. 

Repeat this exercise, using drawn, grown, known, thrown 
in place of blotvn. 

Put three subjects before each verb in the second column 
at the beginning of the lesson. 

LESSON LXXXVI. 
Using the Verb Right. 



Present. 


Past. 


Used 


with have, etc, 


Beat, 


beat, 




beaten. 


Break, 


broke, 




broken. 


Fall, 


fell, 




fallen. 


Freeze, 


froze, 




frozen. 


Write, 


wrote, 




written. 


ii 









162 INTRODUCTORY LANGUAGE WORK. 

Do not use beat for beaten, broke for broken, fell 
for fallen, froze for frozen, wrote for written. 

EXERCISE. 

1. You have beaten me fairly. 

2. This writing can not easily be beaten. 

3. The wind has broken the branches. 

4. Many of the willows were broken. 

5. The balloon has fallen into the lake. 

6. All the tender buds have been frozen. 

7. He has always written promptly. 

8. No letter could be more carefully ivritten. 

What to Do. — Eead the verb in each sentence and tell 
which form is used. 

Tell what the helping w T ords that come between the parts 
of the verb do. 

Eead the sentences till the verbs sound natural. 

Write ten sentences, using each of the words in the sec- 
ond and third columns. 

ORAL EXERCISE. 

Has beaten, had beaten, have beaten, is beaten, are beaten, 
was beaten, were beaten, will be beaten, may be beaten, might 
be beaten, cannot be beaten, could be beaten. 

What to Do. — Eead these verbs with a proper subject 
before each. 

Eepeat these exercises, using instead of beaten the words 
broken, fallen, frozen, and written. 



USING THE VERB RIGHT . \$$ 

LESSON LXXX VI I . 
Using the Verb Right. 



Present. 


Past. 


Usei 


> with have, etc. 


Choose, 


chose, 




chosen. 


Drive, 


drove, 




driven. 


Fly, 


flew, 




flown. 


Give, 


gave, 




given. 


Go, 


went, 




gone. 



Do not use chose for chosen, drove for driven, flew 
for flown, gave for given, went for gone. 

What to Do. — Make five oral sentences, using each of 
the words in the second column to tell what is past. 

Write ten sentences, using one of the following verbs in 
each : has chosen, was chosen, have driven, ivere driven, 
have floivn, had flown, has given, was given, have gone, had 
gone. 

Make oral sentences, using is, are, has been, have been, 
will be, may be, and should be, before chosen, driven, and 
given. 

Make oral sentences, using has, may have, must have, 
might have, and could have, before floivn and gone. 

Use some form of lie or lay in place of each of the fol- 
lowing words in italics : " The snow remains on the moun- 
tain." "It remained there all summer." "The wings 
rest over the back." "The wings are put over the back." 



164 



INTMOD UCTOR T. LANG UA GE WORK. 



LESSON LXXXVI I I. 

Using the Verb Right. 



Present. 

Eide, 

Shake, 


Past. 
rode, 
shook, 


Usee 


• with have, etc, 
ridden, 
shaken. 


Speak, 
Forsake, 


* spoke, 
forsook, 




spoken, 
forsaken. 


Eise, 


rose, 




risen. 



Do not use rode for ridden, shook for shaken, spoke 
for spoken, forsook for forsaken, rose for risen. 

What to Do. — Make five oral sentences, using each of 
the words in the second column to tell what is past. 

Write ten sentences, using one of the following verbs in 
each : have ridden, could he ridden, were shaken, should he 
shaken, has spoken, had spoken, was forsaken, have for- 
saken, has risen, had risen. 

Make oral sentences, using has been, have been, must be, 
may have been, before ridden, shaken, spoken, and forsaken. 

Make oral sentences, using have, must have, and should 
have, before risen. 

Raise or raised is sometimes used by mistake for the 
forms of rise or arise. 

Do not say, "He raised up ;" but say, "He arose/' or 
"He raised himself up." 

Do not say, "The fog raised ;" but, "The fog rose." 



USING THE VERB RIGHT. 



165 



LESSON LXXXIX 



Using the Verb Right. 



Present. 


Past. 


Used 


with have, ETC, 


Steal, 


stole, 




stolen. 


Take, 


took, 




taken. 


Tear, 


tore, 




torn. 


Wear, 


wore, 




worn. 



Do not use stole for stolen, took for taken, tore for 
torn, wore for worn. 

What to Do. — Write ten sentences, using the words in 
the second and third columns correctly. 

Make ten oral sentences, using the words in the third 
column correctly. 



Present. 


Past. 


Used with have, etg, 


Come, 


came, 


come. 


Drown, 


drowned, 


drowned. 


Attack, 


attacked, 


attacked. 



What to Do. — Make oral sentences, using come and came. 

Be sure to use came, not come, to tell what is past. 

Make oral sentences, using droivned and attached. 

Be sure to pronounce drowned in one syllable, and at- 
tacked in two syllables, not three. Pronounce ed in attached 
like t 



166 INTRODUCTORY LANGUAGE WORK. 

LESSON XC. 

Helping Words Joined to Names. 

Hints for Word Pictures. 

Copy the following sentences : — 

1. Large, feathery snowfiakes are floating through the 
air. 

2. Bright, cheerful fires are crackling on the hearth. 

3. Five lively little chickadees have come for their 
supper. 

4. A beautiful white blanket is spread over the field. 

5. The bare, brown branches of the trees are ridged 
with pearl. 

6. Each tall, tapering pine is wrapped in a pure, white 
cloak. 

7. The world is changed into a new, strange, white 
world. 

What to See. — In each of the sentences above the verb 
is made up of two words. Find each verb. 

Put what before each verb and find the chief name. 

The name snowfiakes brings up a picture in your mind, 
but notice how much clearer this picture is made by the 
helping words large and feathery. 

What helping words are joined to fires ? 

Do they make the picture more distinct ? 

What helping words are joined to chickadees? 



HELPING WORDS JOINED TO NAMES. 157 

Tell what helping words are joined to the chief name in 
each of the other sentences. 

A, in the fourth sentence, means about the same as one. 

The, in the fifth, points out, somewhat as you would 
point out the branches with your finger if they were really 
before you. 

Other names besides the chief names have helping words. 

In the last sentence, find a name in the helping phrase 
joined to is changed. 

What four helping words are joined to this name ? 

Notice that some of the helping words in these sentences 
are separated by the comma, and some are not. 

Notice that when the comma is used, a short pause is 
naturally made, and that when no comma is used, the help- 
ing words read together closely. 

See whether the comma takes the place of and. 

LESSON XC I. 

Helping Words Joined to Names. 

Hints for Word Pictures. 

EXERCISE. 

1. A bright, sunny landscape. 

2. Gay, sparkling frostwork. 

3. Queer little tracks in the snow. 

4. The merry tinkling sleigh bells. 

5. Laughing, shouting yoices. 

6. Delightful long winter evenings. 



168 INTRODUCTORY LANGUAGE WORK. 

7. Poor little boys and girls. 

8. No thick, warm clothes. 

9. No happy, cheerful home. 

What to See. — Are these word pictures sentences ? 
Why? 

Which is the name, and which are the helping words in 
each ? 

Show by your reading of each where the comma should 
be used. 

Between which helping words could and be put ? 

Which helping words are put together without a comma ? 

What do you here learn about the comma ? 

A Winter Day. 

What to Do. — Make a connected story of two or more 

paragraphs, telling about some winter day. Use as many 
words or sentences from the two preceding "exercises" as 
you wish. 

Be sure that every "helping" word does really help. 

LESSON XCII . 

Helping Words Joined to Names — Composition. 

The Old Log Watek-tkough. 

Pleasant road through an old forest. Sit under sway- 
ing boughs. Listen to a scolding squirrel among the 
sunny leaves. Music of a tiny crystal stream. Shoots 
along a mossy grove. Drops with a rippling, laughing 



HELPING WORDS JOINED TO NAMES. 169 

sound into the old log water-trough. Velvet clumps of 
deep-green moss. Trailing vines and delicate sprays. 
Flickering shadows of the overhanging beech. Weary, 
dusty traveler. Hot, dry lips. Cool, delicious draught. 

What to Do. — Tell what each of these italicized words 
helps to picture. 

Imagine yourself sitting by this old forest road, with the 
water-trough before you, and then tell what you see and 
hear. You need not confine yourself to these hints. 
Make such changes and additions as you choose. 

Put your thoughts into a smooth, connected story. 

Do not use any word that does not really help. 

LESSON XC III. 

Helping Words Joined to Names. 

EXERCISE. 

An aged man ; an east wind ; an idle 
boy ; an old forest ; an unkind remark ; an 
apple ; an egg ; an insect ; an orange ; an 
uncle ; a?i hour ; an honest man ; a unit ; 
a useful tool. 

What to See and Do. — An and aged are both joined to 
man ; but if we take away aged, an drops its n, for an man 
would not sound risrlit. 

Eead each of the first five groups of words, and tell what 
sound comes immediately after an. 



170 INTRODUCTORY LANGUAGE WORK. 

Read each of these groups, and omit the second helping 
word. 

Eead each of the other groups, and tell what sound comes 
immediately after an or a. 

Notice that h in hour and honest is not sounded, and that 
unit and useful begin with the sound of y. 

An is used before the sounds of a, e, %, o, u; and a, before 
other sounds. 

EXERCISE. 

That sort of people ; this sort of people ; 
that kind of books ; this kind of books. 

Those ashes / these ashes y those scissors / 
these scissors / those tongs / these tongs. 

We walked four miles an hour. The 
wall was two feet thick. The farmer sold 
tivo bushels of apples, three barrels of pota- 
toes, and five pounds of maple sugar. 

What to See and Do. — Notice the helping words and 
the names in italics. 

Which helping words belong to names that mean one ? 

Which belong to names that mean more than one ? 

Bead these expressions till all the helping words sound 
familiar. 

Explain the use of the commas in the last sentence of 
the " exercise." 

This and that are used with names that denote one / 
and these, those, two, three, etc., with names that de- 
note more than one. 



HELPIXG WORDS JOINED TO VERBS. 171 

EXERCISE. 

Those crows are pulling up the corn. 
Those grapes are sour. Please pass those 

oranges. Set those idle fellows at work. 

• 

What to See and Do. — With what kind of names is those 
used ? 

Would them sound right in place of those f 

Eead these sentences and see whether they sound right. 

Do not use tliem for those. 

To the Teacher. — Confine the drill to those forms that are liable to 
misuse. 

Time is often wasted in exercises on forms that pupils never use 
incorrectly. 

If a thorough test shows that no pupils are in the habit of saying 
a apple, a orange, etc., the first " exercise'' should be briefly treated. 
Certainly there is no danger of using an man, an boy, etc. 

The misuse of these and those is confined chiefly to the nouns sort 
and kind. Pupils will not say these boy, these man ; nor this sorts, that 
kinds. 

Where the pupils are found deficient, the exercises should be dic- 
tated with blanks, then extended, and frequently reviewed. 

LESSON XCIV. 

Helping Words Joined to Verbs. 

Hints for Word. Pictures. 
EXERCISE. 

1. The snow is now falling /astf. 

2. The wind drives it here. 



172 INTRODUCTORY LANGUAGE WORK. 

3. The wind drives it there. 

4. The wind drives it up. 

5. The wind drives it down. 

6. The wind drives it round. 

7. The snow and wind frolic merrily. 

What to See. — We have italicized the words that help by 
telling how, when, and where. 

What word helps is falling by telling when ? 

What word helps is falling by telling how ? 

Find five words, each of which helps its verb by telling 
where. 

What does merrily tell ? 

JOINING SENTENCES. 

Copy the following : — 

Now the snow is falling fast ; and, as it 
falls, the wind drives it here and there, uj? 
and down, round and round, in wild dances. 
The snow and wind frolic together merrily. 

What to See. — Notice that from the third, fourth, fifth, 
and sixth sentences we have taken only the words there, up, 
down, and round. 

Why can the other words be omitted without losing the 
meaning ? 

What other changes do you find ? 

Notice that some of the helping words are here put in 
pairs. 

How are the pairs separated ? 



HELPING WORDS JOINED TO VERBS. 173 

EXERCISE. 

1. Here comes a party of boys and girls. 

2. The wind blows fiercely. 

3. They are snugly tucked under warm robes. 

4. The bells jingle merrily. 

5. The horses toss their heads impatiently. 

6. Away they dash. 

7. Soon they plunge into a snowbank. 

8. Over goes the sleigh. 

What to See. — We have italicized the words that help 
by telling how, when, and ivher°,. 

Find four words that tell how the action was done. 

Find one word that helps by telling tvhen. 

Find three italicized words that help by telling where. 

Which of these helping words are placed at the beginning 
of the sentence ? 

Can you find other places for these words ? 

AYhich arrangement do 3^ou prefer ? 

To the Teacher. — Let the pupils see that in Lessons XC. and XCI. 
a quiet fall of snow and a quiet winter scene are pictured, and that in 
this lesson a scene is presented in which there is much action. 

As a preparation for the next lesson, the pupils may vary and com- 
bine orally the sentences of the "exercise " above, and then continue 
the story. 

Encourage each pupil to suggest some incident. In discussing the 
different expressions let the pupils help to decide which sound best. 
The arrangement should also be discussed. 



174 INTRODUCTORY LANGUAGE WORK. 

LESSON XCV. 
Helping Words Joined to Verbs — Composition. 

One Stormy Winter Day. 

What to Do. — Write a short story of two or more para- 
graphs, telling what happened on a stormy winter day. 

Take what you choose from the two " exercises " in the 
preceding lesson. 

Underline the words that tell how, when, or ivhere. 

To the Teacher. — The pupils should not be held closely to pointing 
out all adverbs. 

LESSON XCVI « 

Phrases Joined to the Chief Parts. 

Hints for Word Pictures. 

A Squirrel's Morning Kun. 

1. A barking, scolding sound is heard from the tree. 

2. Two black eyes appear at a knot-hole. 

3. An empty nut rattles to the ground. 

4. A red squirrel scurries down through the branches. 

5. He leaps upon the fence. 

6. Away he goes with flying colors. 

7. Suddenly he halts and springs into an apple tree. 

8. A tumult is heard among the bees. 

9. Down comes a mimic snow-fall of blossoms. 






PHRASES JOINED TO THE CHIEF PARTS. 175 

What to See. — Xotice that the phrases are in italics. 

Iu each of the sentences except the last read the verb and 
its helping phrase together. 

Which of these phrases help by telling where? 

Find the subject in the ninth sentence. 

What does the phrase of blossoms do ? 

In the first sentence, see whether from- or the or tree, 
taken alone, would help is heard. 

You see that the words of a phrase, all taken together, 
are like a single helping word. 

Find the chief parts in each sentence. 

Find all the helping words, and tell what they do. 



LESSO N XCVI I . 

Phrases Joined to the Chief Parts. 

Hints for "Word Pictures. 

A Squirrel's Morxixg Rux — Continued. 

1. Again he is dashing down the fence. 

2. He clears a certain rail with one long jump. 

3. Under this rail hangs a hornet's nest. 

4. He finds a woodpecker's den in a dead tree. 

5. Madam is at home. 

6. She delivers a pickax blow between his eyes. 

7. Away he speeds with whisking tail. 

8. He looks wistfully at a robin's nest. 

9. His appetite for birds" eggs has been spoiled. 



176 INTBOB TJOTOR Y LANG TJA GE WORK. 

What to See. — Notice that the phrases are in italics. 

In each of the sentences except the last, read the verb and 
its helping phrase together. 

What does the phrase for birds 1 eggs do ? 

Notice that the last word in each phrase is a name, and 
that helping words are sometimes joined to it. 

Find all such helping words, and tell what they do. 

The first word in each phrase is the connecting word. 

Explain the possessive names found in these sentences. 

To the Teacher. — Oral work may be needed in preparation for the 
following lesson. 

LESSON XCVI I I . 

Phrases — Composition. 
A Squirrel's Morning Bust. 

What to Do. — Make a connected story of the sentences 
given in the two preceding lessons. 

Yon may make any changes and additions that will help 
your story. 

Underline some of your phrases, and tell what they do. 

LESSON XC IX- 

Using Helping Words Right. 

He careful not to put together helping words or 
phrases that have the same meaning ; as, "a short little 
word." 






USING HELPING WORDS RIGHT. 177 

EXERCISE. 

Small, tiny ; verdant, green ; great, large, 
big ; promptly, without hesitation ; in per- 
fect silence, without the slightest noise. 

What to Do. — Tell which of these helping words or 
phrases should not be used together. Why ? 
Use each with a name or a verb. 

Be careful to get the right helping i(M>rd. 

EXERCISE. 

Elegant manners, furniture, dress, house. 

Splendid sunset, palace, jewels, victory. 

Awful storm, roar, crash. 

Lovely woman, face, child. 

Horrible story, crime, pit. 

Excellent^ delicious, pretty, neat, ugly, homely. 

What to See and Do. — Eepeat each of the first five 
helping words with each name that follows it. 

These helping words are much misused. 

It is not right to say, '"perfectly elegant, splendid, or 
lovely pie, cake, or butter." 

What two words in the last line of the '•'exercise" may 
describe "pie, cake, butter/' etc.? . 

It is wrong to talk about a "perfectly awful or horrible 
bonnet or shoe." 

What words in the last line of the "exercise" may de- 
scribe a bonnet or a shoe ? 
12 



178 INTRODUCTORY LANGUAGE WORK. 

Find other names to which each of the italicized words 
of the (£ exercise " may be joined. 

Do not use most for almost or nearly, real for really 
or very, bad for badly, good for well. 

EXERCISE. 

1. Almost every boy was shouting. 

2. I have almost finished. 

3. Really honest men can be found. 

4. Did you sleep well f 

5. I slept badly. 

What to See and Do. — Some words may be joined to 
either a verb or another helping word. Almost in the first 
sentence is joined to every ; in the second, to have finished. 

Real, bad, and good are joined to names. 

Head the sentences of this "exercise" till they sound 
familiar. 

Such expressions as "real smart man," "most all of it," 
" act bad/' " writes good/' are incorrect. 

Write correct sentences showing what is meant by these 
expressions. 

To the Teacher. — The sentences given here and those made by the 
pupils may be dictated with the test words omitted. 

LESSO N C. 

Using Helping Words Right. 

Put helping words where they will give the right 
meaning and sound best. 



USING HELPING WORDS RIGHT. yj§ 

EXERCISE. 

1. Here we were told our friends had waited an hour. 

2. We talked about sailing around the world in the 
evening. 

3. A boy is wanted on a farm of steady habits. 

4. He took a severe cold during the journey on his 
lungs. 

5. Peter Grant died while eating breakfast seventy-five- 
years old. 

What to See and Do. — From the position of here, the" 
first sentence may have either of two meanings. Bring out- 
each of these meanings clearly. 

Make the other sentences clear by putting the italicized! 
words and phrases in the best place. 

Do not use two denying tvords where the meaning 
needs but one. 

EXERCISE. 

1. I have none. 

2. I haven't any. 

3. He is doing nothing. 

4. He isn't doing anything. 

5. There are no ghosts. 

6. There aren't any ghosts. 

7. It can be found nowhere. 

8. It can't be found anywhere. 

9. I have seen nothing. 

10. I haven't seen anything. 



180 INTRODUCTORY LANGUAGE WORK. 

What to See and Do. — If you mean, " I have none" 
you certainly would not say, "1 haven't none" for this 
would be a very awkward way of saying, " I have some." 

Find the denying word in each sentence of the " exercise." 

Tell which sentences have the same meaning. 

What mistakes have you heard in such sentences ? 

Read the sentences of the "exercise," and notice whether 
they sound natural. 

To the Teacher. — By questions and various devices, get the pupils 
to use sentences containing negatives. Let them see the absurdity of 
making one negative contradict another unless they wish to affirm. 
Let them see that two negatives are sometimes intentionally used to 
affirm ; as, " No man can do nothing " 



LESSON CI . 

A Study of Sentences. 

To the Teacher. — Let special attention be given to arrangement 
and to points brought out in the preceding lessons. Let some of the 
work be written. 

The Gay Butterfly. 

1. For a few weeks or months the butterfly flits in the 
sunshine among the flowers. 

2. The butterfly's happy life in the sunshine among 
the flowers lasts only for a few weeks or months. 

3. Have not the earth, the sky, and the sea given all 
their gayest tints to the butterfly ? 



A STUDY OF SENTEXCES. 131 

4. How beautifully the colors are put together in spots, 
streaks, and rich borders ! 

5. On the butterfly's gorgeous wings look for all the 
colors of the rainbow. 

6. He goes through the air with a zig-zag motion. 

7. This gay creature of the sunshine is seldom seen on 
the wing before nine in the morning. 

8. Long before sunset he steals away under the leaves. 

What to See and Do. — Find the two chief words in the 
first sentence. 

Find a phrase that helps flits by telling how long. 

Find two phrases that help by telling where. 

Arrange these phrases in several ways, and tell which way 
you like best. 

Remember that much skill can be shown in grouping 
helping words around the chief words. 

Does the second sentence mean the same as the first ? 

Find different ways of telling what is in each of the 
other sentences. 

In the second sentence find two phrases that tell what 
life. 

Find other words that help to tell what life. 

Find a phrase that helps the verb. 

Change the butterfly's to of the butterfly, and then read 
the sentence. 

Make a similar change in the fifth sentence. 

Find in how many ways you can arrange the parts of 
each of these eight sentences. 



18 2 INTRODUCTORY LANGUAGE WORK. 



Tell what kind of sentence each is. 
Explain all the punctuation marks. 

Additional Lessons. 

To the Teacher.— The sentences of this lesson are specially adapted 
for studying the offices of words and phrases and their arrangement. 

By easy questions lead the pupils to discover what the different 
words and phrases do. 

Another lesson may be spent in varying and discussing the arrange- 
ment. 

Get the pupils to change the phraseology and to express each thought 

in as many ways as possible. 

LESSON CI I - 

Composition. 

What to Do.— Make a composition about " The Gay 
Butterfly/' You may change the sentences of the preced- 
ing lesson, and work them into your composition. Tell 
what you think of the butterfly's life as compared with the 
ant's. 

LESSON CI I I. 

Hints for a Composition. 

To the Teacher.— In this and the following lesson let special atten- 
tion be given to the arrangement. Oral lessons may be needed. 

Moths and Butterflies. 
Compare the pictures of the moth, on the next page, 
with those of the butterfly, pages 59 and 63. Which has 



'HINTS FOR A COMPOSITION. 



183 



the more slender body ? In which are the three parts 
more distinct? Which has slender feelers with knobs? 
Which has curved or fringed feelers ? Which rests with 




wings held up together? Which, 
with wings spread out flat, or laid 
along the back like a cloak ? Which 
has the richer colors ? Which flies at twilight or at 
night ? Which is attracted by the lamp ? Which is hap- 
pier in the sunshine ? What other differences can you find ? 

LESSON CIV. 

Hints for a Composition. 
Moths and Butterflies — Continued, 

Six legs — body in three parts — insect — four wings — 
rolled-up tube, or tongue — thrust into flowers — suck 
sweet juices — wings covered with beautiful dust — look 
through a microscope — particles of dust are scales — what 
you have seen — what you have read or heard about 
butterflies and moths. 



134 INTRODUCTORY LANGUAGE WORK. 

LESSON CV. 
Forms of Words Used for Names. 

EXERCISE. 

1. The dragon-fly catches gnats. 

2. A dragon-fly is an insect. 

What to See. — The verb tells what something does or is. 
Gnats here helps catches to tell what the dragon-fly does, 
and insect helps is to tell what the dragon-fly is. 

Which of these words names the things acted upon ? 

Which names the same thing that the subject names ? 

Names and words used for names often follow verbs to 
help in these two ways. 





EXERCISE. 






1. 


1 caught the boy. 


7. 


It is I. 


% 


We caught the boy. 


8. 


It is we. 


3. 


. He caught the boy. 


9. 


It is he. 


4. 


She caught the boy. 


10. 


It is she. 


5. 


They caught the boy. 


11. 


It is they. 


6, 


Who caught the boy ? 


12. 


It is vjho 



13. The boy caught me. 

14. The boy caught us. 

15. The boy caught him. 

16. The boy caught her. 

17. The boy caught them. 

18. Whom did the boy catch ? 



FORMS OF WORDS USED FOR NAMES. 185 

19. The boy ran to me. 

20. The bo\ r ran from us. 

21. The boy ran by him. 

22. The boy ran with her. 

23. The boy ran around them. 

24. Around whom did the boy run ? 

What to See. — Mention in order the subjects in the first 
six sentences. 

Are they names, or words used for names ? 

In the next six sentences mention each word that helps 
the verb to tell or ask who somebody is. 

Do these words mean the same as the subjects ? 

What two uses have you found for these six words ? 

In the next six sentences mention each word that helps 
caught and stands for the name of the one acted upon. 

In the last six sentences mention the chief word in each 
phrase. 

What two uses have you found for these six words ? 

Do these six words mean the same as the first six words 
you found ? 

See whether you can use / and me in the same places. 

See whether ive and us will exchange places. 

I, we, lie, she, they, or who may be used as the sub- 
ject, or with the verb to explain the subject. 

Me, us, him, her, them, or whom may be used ivith 
the verb for the name of the one acted upon, or as the 
chief word of a phrase. 



186 INTRODUCTORY LANGUAGE WORK. 

To the Teacher. — Let the pupils compare each subject-form with 
the corresponding object-form. Let them see that the words mean the 
same, but that they must have different uses. 

Let them explain and illustrate the uses of all. 

If the teacher wishes to give more drill on the preposition, the pre- 
ceding lessons afford abundant opportunity. 

LESSON CVI. 
Forms of Words Used for Names. 

EXERCISE. 

1. Whom do you mean ? 

2. To whom did you speak ? 

3. Could that boy have been he f 

4. That person could not have been she. 

5. For whom did he call? 

6. Was it they ? 

7. Who was there ? I (he, she). 

8. Whom did she call ? Me (us, him, her). 

9. Was it not If 

10. Will you go with Kate and me ? 

11. Kate and /were there yesterday. 

What to See and Do. — Notice that in each sentence we 
have put a straight line under the subject and a wavy line 
under the verb. 

You may give the uses of the other words, and tell why 
the words in italics are correct. 



FORMS OF WORDS USED FOR NAMES. 187 



Notice that in the seventh example two subjects are 
underlined, one in the question, and the other in the 
answer. The words was there are understood in the answer. 

In the eighth, the words she called are understood. 

Three answers are suggested in the seventh, and four in 
the eighth. Give them all separately, first in the short 
form, then in the full form. 

Eead these sentences till they seem familiar. 

To the Teacher.— The six subject-forms and the six object-forms 
given on page 185 may be put on the board. The sentences here given 
may then be dictated with the test words omitted. The pupils may 
supply the proper words from the lists before them. 

Lei the pupils supply, in place of the words in italics, all the subject- 
forms and the object-forms that may be correctly used. 

Most pupils will probably need some help in explaining the uses of 
these case-forms. Give such aid. however, as will leave them to feel 
that they have done the work themselves. 

LESSON CVI I . 

Forms of Words Used for Names. 

EXERCISE. 

1. With whom are you goin g ;? 

2. Mary and I aregoing with papa. 

3. Papa will take Mary and me with him. 

4. Between you and me this can easily be done. 

5. He and / were beaten. 

6. She and Fred have called. 



188 INTRODUCTORY LANGUAGE WORK. 

7. It makes no difference to either you or me. 

8. We boys enjoyed it. 

9. Who did it ? / (we, he, she, they). 

10. To whom shall I give it ? Them (me, us, him, her). 

What to See and Do. — You will find a straight line 
under each subject and a wavy line under each verb. 

You may tell how each word in italics is used. 

For each of these words in italics, tell what word might 
be used by mistake. Tell why one is right and the other 
wrong. 

Head the ninth and tenth examples and supply the words 
left out. Supply all the different answers suggested by the 
words in curves. 

Read all the sentences till they seem familiar. 

To the Teacher. — See suggestions in the preceding lesson. 
Call attention to the order of " Mary and I," " he and 1," etc. 

LESSO N CVI I I . 
Forms of Words Used for Names. 

EXERCISE. 

1. I am to blame, not he. 

2. You must blame me, not him. 

3. Which is right ? he; or If 

4. You may guess whom I saw. 

5. You may guess who it was. 

6. Whom did you say he chose ? 



FORMS OF WORDS USED FOR NAMES. 189 

7. Who did you say was chosen % 

8. He that wins will be rewarded. 

9. Him that wins I will reward. 

10. John is older than I. 

11. John is as old as I. 

What to See and Do. — In the first example two sen- 
tences are put together. Put in the words left out. 

Eead the second example, and put in the words left out. 

Eead the third, and put is it before he, and the same 
words again before /. 

Eead the third again, and put is before he, and am before /. 

Now tell why the italicized words in these three examples 
are right. 

Eead the last three words of the fourth, putting whom at 
the end. Why is whom correct ? 

Eead the last three words of the fifth, and put who at the 
end. Why is who correct ? 

Eead together the first word and the last two words of 
the sixth, putting whom at the end. Why is whom correct ? 

Eead together the first word and the last two words of 
the seventh. Why is toho correct ? 

Eead the eighth and the ninth, omitting that tains from 
each, and then tell why he and him are correct. 

Eead the tenth and put am at the end. Why is /correct? 

Explain the eleventh in the same way. 

In place of i", in the tenth, put we, he, she, they, and who. 

Make similar changes in the eleventh. 

Explain all. 



190 INTRODUCTORY LANGUAGE WORK. 

To the Teacher. — In these hints we have tried to confine the 
pupils' attention to the clause containing the word in question. Let 
them see that the other clause has nothing to do with the form of this 
word. 

Pupils can generally detect such errors when the sentence or clause 
is read in its " natural " order. 

The pupils may read these hints and questions in the class, and 
discuss them freely. With the aid that has been given, we believe 
very little assistance will be needed from the teacher. 

Additional Lessons. 

Sentences illustrating the uses of these subject-forms and object- 
forms should be varied in every possible way, and dictated as suggested 
before. 

Let no time be wasted on those constructions in which pupils are 
not liable to err. 

LESSON CIX. 
Connecting Words— Comma. 

EXERCISE. 

1. Anna, Lucy, and Jane are going. 

2. Anna, Lucy, or Jane is going. 

3. Neither Anna, Lucy, nor Jane is going. 

4. Neither the fly, the butterfly, nor the grasshopper 
lays up food. 

5. A red, white, and blue flag was flying. 

6. A red, a white, and a blue flag were flying. 

7. The first, second, and third verses were read. 

8. The first, the second, and the third verse were read. 



CONNECTING WORDS— COMMA. 191 

What to See. — In the first sentence what words are used 
in the same way ? 

What connects these words ? 

Where is the connecting word understood ? 

What have you learned about the comma as here used ? 

In the first sentence how many are said to be going ? 

In the second, is one, or are three, said to be going ? 

In the third, are the persons named as taken together, or 
separately ? 

In the fourth, are the three insects named as taken to- 
gether, or separately ? 

What difference do you here find between and and or or 
nor ? 

Show that are, is, and lays are correctly used. 

How are the helping words connected in the fifth ? 

In the sixth, the word flag is understood after red and 
after white. This we know because a is used three times. 

How are the helping words connected in the seventh ? 

In the eighth, the word verse is understood after first and 
after second. We know that each the requires a name. 

Explain the use of the commas. 

With neither use nor, not or. 

What to Do. — W^rite five sentences using neither and 
nor. 

Additional Lesson. 

To the Teacher. — A lesson on the correct use of a or an and the, 
with connected terms, is here suggested. 

Let the pupils see that to repeat the in the seventh sentence would 



192 INTRODUCTORY LANGUAGE WORK. 

be wrong, as verses would be understood with first and second. Let 
them see that to use only the first the in the eighth sentence would be 
wrong, as verse names one thing, and the same thing can not be first, 
second, and third. 

Guard them against such common errors as, " Read the fourth, fifth, 
and sixth stanza ; " " Read the fourth, the fifth, and the sixth stanzas." 

If this is found too difficult here, let it be deferred for a review. 

LESSON CX. 

Connecting Words — Comma. 

EXERCISE. 

1. Harry kept his eyes open. He saw many curious 
things. 

2. The grasshopper can travel by long leaps. He can 
sail through the air on wings. 

3. The grasshopper can not walk well on the level. 
He can climb. 

4. Many wonderful things can be seen only through a 
microscope. They are very small. 

5. Touch the moth's wings. Your hand is covered 
with powder. 

6. The moth can drink from the flowers' deep cups. 
It carries a long tube rolled up. 

7. The moth visits the flowers. The sun has gone 
down. 

8. Insects have little holes along their sides. Through 
these holes they breathe. 

9. This is the girl. You saw her yesterday. 



HIXTS FOE A COMPOSITIOX. 193 

What to Do. — Join the two sentences in each of the 
groups above, using these Connecting Words : — 

and, or, but, because, if , for, when, which, that. 

In the eighth group join the sentences by changing these 
holes to which. 

In the ninth, join the sentences by changing her, first to 
that and then to whom. No comma will be needed. 

In each of your other new sentences put a comma before 
the connecting word. 

A comma is generally used between two sentences that 
are joined, but sometimes such sentences read together so 
closely that no comma is needed. 

- Be careful not to join sentences that do not belong to- 
gether. You would not say, "Harry is a good boy, and his 
father is a farmer. " 

Write sentences, and join them. 

LESSO N CXI. 

Hints for a Composition. 

To the Teacher. — Let special attention be given to connectives and 
to arrangement. An oral lesson may be profitable. 

The Grasshopper. 

Bod}^ in three parts — six legs and four wings on the 
middle part — wide collar — upper wings, or wing-covers, 
long, straight — under wings, delicate, fold like a fan, 
13 



194 



INTRODUCTORY LANGUAGE WORK. 



tuck under covers, fine dress coat under plain over- 
coat — front legs short — hind legs very long — does not 

walk much on the level — can 

climb up a stem — strong thigh 

-sharp points below — famous 




jumper — length of leap — eats leaves and grass, or animal 
food — other things that you know, or that you can find 
out from the picture. 



LESSON CXI I. 

A Study of Sentences. 

To the Teacher. — Let special attention be given to arrangement 
and variety. The teacher must determine how much of the work 
should be written. 

1. In Mr. Grasshopper's wing is a drumhead stretched 
tight. 



A STUDY OF SENTENCES. 195 

2. By moving one wing-cover over the other he makes 
his cheerful, chirping music for the amusement of Mrs. 
Grasshopper. 

3. Locusts are very often called grasshoppers. 

4. Mr. Locust makes music by rubbing his rough hind 
legs over the ridges on his wings. 

5. The grasshopper's shrill music brings to us cheerful 
thoughts of pleasant summer days. 

6. This " green little vaulter in the sunny grass " dances 
and sings merrily through one happy summer, but dies 
on the approach of winter. 

What to See and Do. — Find the two chief words in the 
first sentence. 

What phrase helps is by telling where the drumhead is ? 

What does the expression stretched tight describe ? 

Begin this sentence with there is, and find the best way 
of arranging it. 

Find the two chief words in the second sentence. 

W'hat word helps makes by telling what he makes, or by 
naming the thing acted upon ? 

What phrase tells how he makes music ? 

For the amusement of Mrs. Grasshopper does what ? 

Find another way of arranging this sentence. 

Omit he, change makes to is made, and then find differ- 
ent w T ays of arranging the sentence. 

Find the subject and the verb in the third sentence. 

When are locusts called grasshoppers ? 

What helping word is joined to another helping word ? 



196 INTRODUCTORY LANGUAGE WORK. 

What name helps are called and explains the subject ? 

What other positions can very often take ? 

Which sounds the best ? 

Arrange the other three sentences in as many ways as 
possible, and tell which way you like best- 
In the fourth sentence change Mr. Locust to a possessive, 
makes to is made, and then arrange the sentence. 

In the fifth, put in by, change brings to are brought, and 
then arrange the sentence in different ways. 

In the sixth, are some words taken from the poet, Leigh 
Hunt. 

How are they marked ? 

Does the first word of this quotation begin with a capital ? 
Why ? (See pages 126 and 127.) 

Is it separated from the other words by commas ? Why ? 

Additional Lessons. 

To the Teacher. — The questions on the first three sentences, to 
bring out what the different words and phrases do, will suggest similar 
questions for the remaining sentences. (See " To the Teacher," at the 
end of Lesson CI.) 

LESSON CXI II. 

Hints for a Composition. 

The Grasshopper. 

What to Do. — Make a composition about " The Grass- 
hopper." Say, if you wish, the same things that are said 



DIRECT AXD INDIRECT QUOTATIONS. 197 

about him in the preceding lesson, but say these things in 
your own language. You must add what is necessary to 
make a connected story, or composition. 

LESSON CXIV. 

Direct and Indirect Quotations. 

EXERCISE. 

1. The fox said, " The grapes are sour." 

2. The fox said that the grapes were sour. 

3. " Can the owl sing I " asked Dick. 

4. Dick asked whether the owl could sing. 

What to See. — Find all the differences between the first 
and the second sentence. (See pages 124 and 127.) 

Find all the differences between the third and the fourth. 

When we tell what.some one has said, and use his exact 
words, we make a Direct Quotation. 

When we tell what some one has said, but do not use his 
exact words, we make an Indirect Quotation. 

Which are the indirect quotations in this " exercise " ? 

Is the indirect quotation inclosed within quotation 
marks ? 

Does it begin with a capital ? 

Is it separated from the other words by a comma ? 

Give all the differences between a direct quotation and an 
indirect quotation. 

In the third sentence the question mark separates the 
quotation from the other words, so no comma is needed. 



198 INTRODUCTORY LANGUAGE WORK. 

Notice that the direct quotation in the third sentence is 
also a Direct Question. 

What words tell what Dick asked, without giving his 
exact language ? 

These words make an Indirect Question. 

Is the indirect question followed by a question mark ? 

On page 1*^5 find a quotation that does not begin with a 
capital, and that is not separated from the other words by 
commas. 

Tell why this quotation is* so written. (See page 126, 
near the bottom.) 

What to Do. — Change the first sentence, and put the 
quotation at the beginning. 

Change the third, and put the quotation at the end. 

Do not omit the commas. 

Write two sentences containing direct quotations, and 
then make the quotations indirect. 

Let one of the quotations be a question. 

Write sentences, using the following sayings as direct, 
and as indirect, quotations : — 

Politeness costs nothing. 
There is no place like home. 

To the Teacher. — In converting direct conversation into indirect, 
it is often very diiflcult to avoid confusion in the use of he, him, she, her, 
etc. The following selections were made as offering the least difficulty. 

Short selections from dialogues, found in the Reader or elsewhere, 
may be changed into the indirect form to show the pupils the necessity 
of great caution in the use of pronouns. 



qvotatioxs. 199 



LESSON CXV. 

Quotations. 
The Hunter and the Woodcutter. 

Copy the following, and notice everything carefully : — 

" Have you seen any tracks of a lion ? " asked a 
boastful hunter of a woodcutter whom he met. 

" Oh." said the woodcutter, " I can show you the lion 
himself." 

Then the hunter was pale with fright, his teeth chat- 
tered, and he said, " I want to see his tracks only ; I 
don't want to see the lion." 

There are those who are brave with words only, and 
not with deeds. 

What to See. — Does the writer of this story use the 
hunter's and the woodcutter's exact words ? 

Find here a direct question quoted. 

What changes must be made when this becomes an indi- 
rect question ? 

Which quotation is divided by three of the story-writer's 
own words ? 

Explain the quotation marks. (See page 130.) 

What do the two commas here mark off ? 

What to Do. — Write this story and make the direct 
quotations indirect. 

Tell in your own language what the story teaches. 



200 INTRODUCTORY LANGUAGE WORK. 

LESSO N CXVI. 
Quotations. 
The Sensible Wild Boar — A Fable. 
Copy the following, and notice everything carefully : — 

A fox one day found a wild boar sharpening his tusks 
on the trunk of a tree. 

" Why do you whet your tusks now ? " said the fox. 
" There is no sign of the coming of the hunter or the 
hounds." 

" My dear friend,' ' said the wild boar, " it would never 
do for me to be sharpening my weapons when I ought 
to be using them." 

Learn to be in time. 

What to See. — Find here a quotation that is made up 
of a direct question and a statement. 

Are the words that divide this quotation marked off by 
commas ? Why ? 

How can this quotation be made indirect ? 

What to Do. — Write this fable and make the quotations 
indirect. 

Tell in your own language what the fable teaches. 

To the Teacher. — The use of the single quotation marks to inclose 
a quotation within a quotation may be explained in a review, or when 
met in copying. 



REVIEW OF CAPITALS. 201 

LESSON CXVI I. 

Review of Capitals. 

To the Teacher. — We do not offer the following as formal rules. 
We should not hold the pupils to an exact repetition of the language 
here given. 

Every Sentence should begin with a capital letter. 

When a direct quotation makes complete sense, it begins 
with a capital. 

The words I and O should be written in capitals. 

Particular Names begin tvith capitals. 

Two or more names forming one particular name should 
each begin with a capital ; as, James Russell Lowell. 

In such names as Gulf of Mexico, Cape of Good Hope, of 
does not begin with a capital. 

In the title of a book or the subject of a composition the 
first word and the principal words begin with capitals ; as, 
Everything in its Right Place. 

The names of the days of the week and the months of the 
year begin with capitals. 

All names of God begin with capitals ; as, " The Lord 
rules. " 

Words made from particular names begin with capitals ; 
as, " We study the English language." 

The first word of every line of poetry begins with a 
capital ; as, — 



202 INTRODUCTORY LANGUAGE WORK. 

The Autumn is old ; 

The sear leaves are flying ; 
He hath gathered up gold, 

And now he is dying. 

— Hood. 

EXERCISE. 

1. Shall I lend you Hans Christian Andersen's " Tales 
for Children " ? 

2. Have you read George MacDonald's " At the Back 
of the North Wind " % 

3. Frank asked, " Does the water of Lake Superior 
flow into the Gulf of St. Lawrence ? " 

4. Your Heavenly Father feedeth them. 

5. Columbus sailed Friday, August 3, 1492. 

What to See and Do. — Copy these five examples, and 
explain the use of each capital. 

What titles of books are here quoted ? 

In the first example, is the quotation a part of the ques- 
tion ? Is it in the second ? Notice that the quotation 
marks are within the question mark. 

In the third example we quote the question, and so the 
question mark is within the quotation marks. 

To the Teacher. — Only your more observing pupils will fully under- 
stand the relation of the quotation marks to the question mark till the 
matter is brought up for review. Similar relations between the excla- 
mation mark and the quotation marks may then be explained. 



REVIEW OF PUNCTUATION. 203 

In a review, it may be well to show that the third sentence is a 
statement, and that, although the question mark belongs only to the 
quotation, the period is omitted. The omission of the period after the 
exclamation mark may also be illustrated. 



LESSON CXVI I I. 

Review of Capitals. 

What to Do. — Write sentences that will show what yon 
have learned about capitals. 

LESSON CXIX. 
Review of Punctuation. 
To the Teacher.— See " To the Teacher," Lesson CXVII, 

A Period is placed at the end of a statement or a 
command. 

A Period is placed after an abbreviation or initial. 

A Question Mark is placed after a direct question. 

An Exclamation Mark is placed after an exclama- 
tion. 

A direct quotation is inclosed within Quotation 
Marks. 

The name of the one addressed is separated from 
the rest of the sentence by a Comma or by two commas. 

Words or phrases connected and used in the same 
way are separated by Commas unless all the connect- 
ing words are put in. 



204 INTRODUCTORY LANGUAGE WORK. 

Use the Comma -where there is a slight break between 
words, or tvhere the sentence should be divided to help 
the reader. 

What to Do. — Write sentences showing the uses of the 
period. 

Write sentences showing the use of the question mark, 
the exclamation mark, and the quotation marks. 

EXERCISE. 

1. Ants, bees, and wasps are busy creatures. 

2. Ants and bees and wasps are busy creatures. 

3. Brave, manly deeds will be remembered. 

4. Brave and manly deeds will be remembered. 

5. Two happ} 7 little birds are singing together. 

6. The ant, certainly, is not lazy. 

7. Ants and bees, with their little brains, do much 
thinking. 

8. John, the gardener, gave us some roses. 

9. We girls are fond of roses. 

10. Insects have six legs, but spiders have eight. 

11. We shall not go if it rains. 

What to See. — In each of the first four sentences tell 
what words are connected and used in the same way. 

Tell the differences between the first and second sen- 
tences, and between the third and fourth. 

When three or more words or phrases are connected, the 
connecting word is generally put between the last two only, 
as in the first sentence. 



REVIEW OF PUNCTUATION. 205 

# 

When the connecting words are all used, the commas are 
not needed. 

What does the comma in the third sentence take the 
place of ? 

Could a connecting word be used between two and happy, 
or between happy and little ? 

Is the comma needed ? 

Notice that in the sixth sentence certainly does not read 
closely with the other words. There is a break or pause 
before it, and another after it. 

In the seventh, what phrase does not read closely with 
the other words ? 

In the eighth, the gardener explains John, and makes a 
slight break. 

In the ninth, girls explains we, but it reads so closely 
with the other words that no comma is needed. 

Do the parts of the last two sentences read together 
closely ? 

Explain the use of all the commas. 

Find other examples similar to the first, third, sixth, 
seventh, eighth, tenth, and eleventh. 

To the Teacher. — Pupils of the primary grades will need to use 
few marks other than the terminal marks and the comma. 

In copying selections, and in reading, the semicolon may be noticed 
as indicating a wider separation than the comma. 

The dash may also be noticed as marking a .sudden break. 

When a quotation preceded by a colon is met, let the pupils see that 
the quotation is more formally presented, and that a longer pause is 
required. 



206 INTRODUCTORY LANGUAGE WORK. 

LESSON CXX. 

Review of Punctuation. 

What to Do. — Write sentences to show what you have 
learned about the comma. 

Explain the use of the comma in the script sentences on 
pages 103, 104, and 107. 

Tell why the comma is used or is not used, with the 
helping words in Lesson XC. 

LESSO N CXXI . 
A Study of Sentences — Composition. 

The Butterfly's Baby. 

exercise. 

1. The butterfly sips sweet juices from the flowers' 
delicate cups. 

2. Her greedy baby w T ill devour green leaves. 

3. How does she know this ? 

4. She always fastens her eggs to the right plant. 

5. In a week or two, out comes baby caterpillar. 

6. How it does eat and grow ! 

7. Then it ties itself fast with silk from its mouth, and 
sleeps. 

What to Do. — Explain the mark at the end of each 
sentence. 



A STUDY OF SEXTEXCES— COMPOSITION. 207 

Explain the use of (') and s in flowers'. 
Find the chief parts of each sentence. 
Change these sentences into your own language, and 
make of them a connected story. 

LESSON CXXII. 

A Study of Sentences — Composition. 

Wonderful Things Happen — The Butterfly. 
exercise. 

1. The insect's whole body is now made over. 

2. Finally the little gray case stirs and breaks. 

3. Two bright eyes look out on this queer world. 

4. The whole body is dragged out. 

5. The closely folded wings open little by little and 
harden in the sun. 

6. Oh, what a glorious creature ! 

7. Awav it soars anions: the sunbeams. 

8. Have you ever seen a cocoon or chrysalis open ? 

What to Do. — Find the chief parts of the sentences 
above. 

Which group of words has no verb ? 

Change the language above into your own, and make a 
connected story. 

To the Teacher. — Pupils may be exercised in finding the helping 
words in the two preceding lessons. 

Both oral and written composition lessons are here suggested. 



208 



INTRODUCTORY LANGUAGE WORK. 






LESSON CXXIII. 

Hints for a Composition, 

The Dragox-fly. 

Curious creature in the water — six legs— no wings — 

always fierce and 
hungry — crawls up 
stem of water-plant 
— skin, or case, gets 
dry and hard — splits 
open on the back — 
new insect twists out 
— wings quiver and 
spread out, fold after 
fold — eyes, wings, 
and body grow 
bright and beautiful 
in the sun — leaves its 
old shape clinging — flashes like a 
streak of light back and forth over 
the pond — hungrier than ever — eats 
mosquitoes and other insects — no 
sting — harmless — four large, lace- 
like wings with rainbow colors — eyes 
like flaming jewels — beautiful in color, shape, and motion. 

What to Do. — These broken sentences will help you to 
write about "The Dragon-fly." 




THE VERB— REVIEW. 209 

LESSON CXXIV. 

The Verb— Review. 

EXERCISE. 

1. On one side are trees. 

2. Of words there is no lack. 

3. How many legs has each of these insects ? 

4. Not one in twenty comes back. 

5. There are only ashes left. 

6. Neither of you has guessed it. 

7. Near the mill stand some old poplar trees. 

8. Every one of these words was used. 

9. Not one out of ten persons uses this word right. 

10. Of what use are study and books ? 

11. Two weeks' vacation is not enough. 

12. Three hours' rest was taken. 

13. There are Jack Wren and Jenny Wren. 

14. Here is Jack Wren and Jenny Wren's nest. 

What to See and Do. — Notice the straight line under 
each subject and the wavy line under each verb. 

Read each sentence and put the subject before its verb. 

Which sentences sound better with the subject after the 
verb ? 

Show that each word in italics is correct. 

Write sentences beginning with there is, there are, here 
is, and here are. 

H 



210 INTRODUCTORY LANGUAGE WORK. 

To the Teacher. — Let the singular and the plural form of each 
verb in the * ' exercise " be put on the board ; then dictate the sentences, 
leaving the pupils to supply the test words from the list on the board. 
Let the pupils see that " Jack Wren and Jenny Wren's nest " shows 
that both have the same nest, and that ' ' Jack Wren's and Jenny 
Wren's nest " shows that each has a separate nest. So with * ' Smith 
and Brown's store," and "Smith's and Brown's store." In primary 
teaching it is sometimes better to bring in such instruction inciden- 
tally, anticipating a fuller discussion in the grammar classes. 

LESSON CXXV. 

Using the Right Verb, 

EXERCISE. 

1. I shall probably go to-morrow. 

2. I shall be glad to see you. 

3. I will get it for you. 

4. Shall I go ? 

5. May I read it ? You may. 

6. Can I read it ? You can if you will try. 

7. May I speak to you ? You may. 

8. Will you teach me to do it ? 

9. Who taught you to do it ? 
10. You ought not to do it. 

What to See. — Eead these sentences and notice the use 
of the words in italics. 

In the first and the second sentence the speaker simply 
tells what will happen in the future. 

It would be wrong to use will with i" in such sentences. 



ARRANGING AM) JOINING SENTENCES. 211 

In the third sentence the speaker promises. 

"Will I?" is not used; for a person does not ask 
others whether he himself is willing. 

In the fifth and the seventh sentence may is used to 
ask, and to give, permission. 

It would be wrong to use can to ask, or give, per- 
mission. 

In the sixth, the speaker asks whether he is able. 

It ivoald be wrong to use learn for teach in the eighth 
sentence, or learnt for taught in the ninth. 

It is wrong to use had or hadn't before ought. 

What to Do. — Make sentences showing the right use of 
the words in italics. 

To the Teacher. — Find, by oral or written exercises, which of these 
words your pupils use incorrectly, and drill accordingly. 

LESSON CXXVI. 
Arranging and Joining Sentences. 
To the Teacher. — An oral lesson should precede the written. 

An Old Man's Stoey. 

We sailed toward the west. We bade good-by to 
friends. We left our homes. Our ships cut through the 
waves. They bore us rapidly over the water. The wind 
blew steadily from the east. The breeze did not change. 
We blessed the breeze. Our hearts were full of hope. 

Bidding good-hy to friends, we left our homes, and 



212 f INTRODUCTORY LANGUAGE WORK. 

sailed toward the west. With the wind blowing steadily 
from the east, our ships cut through the waves, and bore 
us rapidly over the water. Our hearts were full of hope, 
and we blessed the breeze that did not change. 

What to See. — Notice that these sentences as first writ- 
ten are not properly arranged. 

If we should put them in the right order,, and make no 
other change, our story would still be " jerky. " 

Find how they are put together in the second group. 

Which are changed to phrases ? 

Which are linked together by connecting words ? 

Do you like this arrangement better ? Why ? 

What to Do. — You may continue this story by putting 
together properly the sentences in the next two para- 
graphs. 

Itemember that there is danger of using too many 
ands, or other connecting ivords, and of joining sen- 
tences that should be separate. 

On we sped. The third and fourth weeks passed. All 
was sea. Two weeks were gone. No land appeared. 
Our men grew gloomy. They were once so bold and 
full of hope. " When shall we see our homes again ? " 

One night thick clouds hung over the sea. A fierce 
storm burst upon us. The waves rose. The wind came in 
gusts. We drove before the storm. We drove for three 
days and nights. Then the rain fell. The wind ceased. 



ARRANGING AND JOINING SENTENCES. 213 

To the Teacher. — In these lessons let the oral exercises, as far as 
possible, be reviews. 

The punctuation of the paragraph in italics may be noticed. In the 
next paragraph attention may be called to the correct and incorrect 
ways of writing "the third and fourth weeks " (see pages 191, 192), 
to making the direct quotation indirect, etc. 

In rearranging and joining the sentences, get from the pupils a 
variety of forms. 

LESSON CXXVII. 

Arranging and Joining Sentences. 

Ah Old Mast's Story — Continued. 

To the Teacher. — An oral lesson should precede the written. 

One of our men pointed to a bird. It was flying slowly 
overhead. One day I heard a shout. I had never seen 
so welcome a sight. The bird must have come from 
land. The land could not be far distant. I knew that. 

One day I heard a shout, and one of our men pointed 
to a bird flying slowly overhead. I had never seen so 
welcome a sight y for I knew that the bird must have 
come from, land, and that the land, could not be far 
distant. 

What to See. — Find how the sentences of the first group 
are put together in the second. 

Tell why the second arrangement is better. 

What to Do. — Continue the story by putting together 
properly the sentences in the next two paragraphs. 



214 INTRODUCTORY LANGUAGE WORK. 

We saw no land. Three days passed. There were 
now many signs of it. Weeds floated on the waves. 
Birds were on the wing. 

We watched till the dawn. That night we stood on 
the deck. We saw a long, gray line of coast. It was 
like a cloud on the edge of the sea. With what shouts 
that sight was greeted ! With what cheers ! 

LESSO N CXXVII I. 

Arranging and Joining Sentences. 
To the Teacher. — An oral lesson should precede the written. 
An Old Man's STOEY — Continued, 

We rowed through the calm waves. We left the 
ship in our boats. We leaped on shore. We kissed 
the earth. We kneeled down. 

We left the ship in our boats / and, rowing through 
the calm waves, we leaped on shore, and kneeling down, 
kissed the earth. 

What to See. — Tell how the sentences of the first group 
are put together in the second. 

What to Do. — Continue the story by putting together 
the sentences in the next two paragraphs, and then add 
what you wish. 

The men soon came round us. They dwelt in the New 
World. Their skins were dark. They led us to a large 



HIXTS FOR A COMPOSITION. 



215 



hut. They found that we did not mean to hurt or wrong 
them. The hut was not far from the beach. They gave 
us this as our house for the night. 

Nets made of reeds hung from the walls and roof. 
The hut was built of boughs, canes, and trunks of trees. 
We lay down in these nets. We slept through the 
night peacefully. 



Such was the story of 



who left 



LESSON CXXIX 

Hints for a Composition. 



The Frog. 

legs are short ? Describe the hind legs. 
Is the frog a great leaper and 



Which 
Which toes are webbed ? 
swimmer ? Why ? 
Which toes turn 
in ? Which turn 
out ? What more 
can you learn from 
the picture ? 

Glossy green 
coat — light vest 
and trousers — 
dives into mud — 
always clean — 
cold weather — no 
feathers, fur, nor wool — goes to bed in the mud — bottom 




216 INTRODUCTORY LANGUAGE WORK. 

of pond — sleeps all winter — cozy as if under blankets — 
early in spring — sings bass — frog concerts every evening 
— sits for hours basking in sun — what you have seen or 
heard. 

What to Do. — Let these " hints " help you to make a 
composition about " The Frog/' 

Be careful not to make your sentences too long or too 
short. Group them into paragraphs. 

LESSON CXXX. 

Hints for a Composition. 

The Toad. 

Rough, warty back — frog smooth — toad's hind legs 
shorter — not so much web — lives on land — baby frog and 
baby toad in water {tadpoles) — frog likes sunshine — toad 
seeks shade — scratches hole to sit in — out at night — hunts 
insects and worms — gardener's friend — curious tongue 
like frog — fast to front part of jaw — free end turned 
back into mouth — tip sticky — darts out — touches insect 
—has him — worm twice as long as himself — with little 
hands crams in wriggling worm bit by bit — all in — big 
mouth closes with snap — blinking eyes — how good! — 
cold weather — goes to sleep — hole in the ground. 

What to Do. — Use these "hints" to help in making a 

composition about "The Toad." 



A STUDY OF SENTENCES. 217 

LESSON CXXXI. 
A Study of Sentences. 

1. Washington, with his defeated army, was in the 
city of ]Sew York, just after the battle of Long Island. 

2. By crossing the East River the British might en- 
trap his whole army. 

3. Some brave, cool-headed man must enter the 
enemy's camp and learn his plans. 

4. Captain Nathan Hale, a brilliant and handsome 
young man, came forward and said, " I will undertake 
it." 

5. On his way back to Washington's camp Captain 
Hale was captured, and, soon after, was hanged. 

6. His last words were, " I only regret that I have but 
one life to lose for my country." 

What to See and Do. — Copy the fourth and the sixth 
sentence. 

Find the chief words in the other sentences. 

Explain the capitals and punctuation in all the sen- 
tences. 

Find what changes you can make in these sentences 
without changing the meaning. 

To the Teacher. — By the aid of easy questions, pupils may, perhaps, 
point out the chief parts of connected clauses and note how they are 
joined. 



218 INTRODUCTORY LANGUAGE WORK. 

LESSON CXXXII. 

Composition. 

A Hero of the Kevolutiok. 

What to Do. — Write a composition, taking for your sub- 
ject "A Hero of the Kevolution." You may get the facts 
for your story from the preceding lesson, or elsewhere ; but 
use your own language. 

LESSON CXXXI I I. 

Hints for a Composition — Quotations. 

The Toktoise and the Hake — A Fable. 

Hare made fun of tortoise — said tortoise had slow way, 
creeping along — tortoise asked hare to race— hare said 
tortoise was in fun — agreed to race — asked fox to mark 
bounds and give prize — fox showed where to start, how 
far to run — tortoise lost no time — started promptly — 
jogged straight on — hare sure he could win — lay down 
— took nap — awoke — ran fast — came to end — tortoise 
already there — what we learn from this. 

What to Do. — Write this fable as if you were using the 
exact words of the hare and the tortoise. 

Get up a lively conversation between the animals. 
Be careful to use quotation marks correctly. 



HINTS FOR A COMPOSITION— QUOTATIONS. 219 

LESSON CXXXIV. 

Hints for a Composition — Quotations. 

Trying to Please Everybody. 

Man and son driving donkey to the fair — met troop of 
girls, talking, laughing — one cried out — ever see such 
fools — trudge on foot — might ride — man put son on don- 
key — group of old men — one said — respect to old age 
these days — idle young rogue riding — father has to walk 
— son got down — man took his place — company of 
women and children— several tongues at once — lazy old 
fellow — ride — poor little boy — hardly keep up — man 
took boy up behind. 

What to Do. — Tell this story, using the exact language 
of the different persons. Use quotation marks carefully. 

LESSO N CXXXV. 

Hints for a Composition — Quotations. 

Trying to Please Everybody — Continued. 

Almost reached town — townsman asked whether 
donkey belonged to man — yes — should have thought not 
— load him so heavily — two w r ere better able to carry 
poor beast — man willing to do anything to please — could 
try — tied donkey's legs together — stout pole — tried to 
carry him on shoulders — crowds ran — laughed — bridge 
— donkey kicked — tumbled off pole — drowned — man and 



220 



INTRODUCTORY LANGUAGE WORK. 



son went home — tried to please everybody — pleased no- 
body — lost donkey. 

What to Do. — Use these ic hints " to finish the story you 
began in the preceding lesson. Use quotations. 

LESSON CXXXVI. 
Hints for a Composition. 

The Wasp — A Masok. 

Insect — slender body — three parts — six legs — two feeh 
ers — four thin wings — wings at rest lie close to sides — 




what you may see, in the picture — one kind a mason — 
brought mud in balls — clay hut — closed door and flew 
away — broke in — found baby — bodies of spiders and 
flies — put into deep sleep by sting — baby hungry, find 
plenty of food — baby, first an egg — then little, soft 
worm (larva) — spins silken cover around itself — sleeps 



HINTS FOR A COMPOSITION. 



221 



{pupa)— legs and wings grow — throws off clothes — 
breaks out of house — full grown wasp. 

What to Do. — From the " hints" here given, and from 
what you know about mud wasps, make a composition. 



LESSON CXXXVII. 

Hints for a Composition. 

The Wasp — A Paperxaker. 

One kind a papermaker before man learned — piece 
of old wood — 
scrapes off bits 
like thread — 
wets with glue 
from mouth — 
rolls into a ball 
— f lies home 
— spreads ball 
out thin — u s e s 
tongue, jaws, and feet — flat feet on hind legs help to 
lay down paper — little paper rooms with six sides like 
bees' cells — one room for each baby — makes wax — puts 
wax lids on cells — makes varnish to keep cells dry — 
some hang nests in trees — round or shape of top — 
hornet, kind of wasp. 

What to Do. — Write a composition about these little 
papermakers. 




222 INTRODUCTORY LANGUAGE WORK. 

LESSON CXXXVI I I . 

Arranging and Joining Sentences. 
A Brave Boy. 

A little boy and his sister were playing. The shouts 
of some men alarmed them. A mad dog was rushing 
toward them. The boy took off his jacket. He Avrapped 
it around his arm. He boldly held out the covered limb. 
The dog seized the arm and kept worrying at it. The 
men came up and killed the animal. The boy was not 
injured. The dog's teeth could not penetrate the thick 
folds. One of the men asked the boy why he did not 
run away. The man said that the boy could have 
escaped easily. The brave little fellow said that the 
dog would have bitten his sister. He said that she could 
not run. 

What to Do. — These sentences seem rather bare, and 
when we read them together, the story hitches along un- 
pleasantly. 

You have learned how to finish such sentences, and how 
to join them in various ways.' 

The first sentence, for instance, does not tell when or 
where the children were playing. Such little incidents are 
left for you to fill in. 

Tell the story just as you think it happened. 

In telling what the man and the boy said, give their 
exact words, that is, make direct quotations. 



HINTS FOR A COMPOSITION. 223 

LESSON CXXXIX. 

Hints for a Composition. 

The Dandelion — A Fable. 

Dandelion did its best — bright and gay all day — happy, 
broad, golden face not admired — wonder why nobody 
likes me — sadly — other flowers better than I — anybody 
ever care about me — shall I shut leaves and die — no, no, 
— said gentle wind — passed over — keep on hoping — just 
then large bee buzzing — long meadow grass — rested on 
dandelion — honey in its heart — beautiful flower — glad — 
found you — golden face to sun — I have not lived for 
nothing — each of us can do some good to somebody. 

What to Do. — Tell this fable, and make it as bright and 
interesting asvpossible. 

Kepresent the dandelion, the wind, and the bee as talk- 
ing, and use their exact words, as you imagine them. 

Be careful to put in the quotation marks, commas, and 
other marks that are here omitted. 

How many denying words in "I have not lived for 
nothing " ? 

Compare this with " I have not lived for anything," "I 
have lived for nothing," and "I have lived for some- 
thing." 

AVhat mistakes are sometimes made with such words ? 



224 INTRODUCTORY LANGUAGE WORK. 

LESSON CXL. 

Hints for a Composition. 
Bruce a^d the Spider. 

King Robert Bruce of Scotland had fled from his 
country — hiding in hut — island — coast of Ireland — lost 
all castles but one — left queen in this — castle fell into 
hands of English — Bruce in great despair — on wretched 
bed — gave up all hope — looking up— spider trying to 
swing from one beam to another to fasten web — failed 
again and again — six vain attempts — king interested — 
six times have I been defeated — if spider succeeds next 
time, I will try again — spider succeeded — Bruce fol- 
lowed its example — persevering spider — successful king. 

What to Do. — Tell the story of " Bruce and the Spider" 
in your own words. 

In telling what Bruce said to himself use indirect quota- 
tions, that is, do not use his exact words. Eemember that 
no quotation marks will then be needed. 

LESSON CXLI. 

Hints for a Composition. 

The Cricket. 

Jolly little fellow — short, thick body — black and 
brown — shiny black head — front wings, thick for covers 




HIXTS FOR A COMPOSITIOX. 2*25 

— under wings fold lengthwise — hind legs strong — great 
leaper — feelers longer than body — Mr. Cricket's music 
all night — please Mrs. Cricket — music in late summer 
and autumn — left 
wing-cover is the \ 
bow, right is the fiddle 
— 1 i v e s alone — field- 
cricket — hole in the 
ground — eats vegeta- 
bles, animal food, woolen clothes, almost anything — 
Dickens's " Cricket on the Hearth " — what you know 
about crickets. 

Wliat to Do. — Get what hints you can from these broken 
sentences, and make a composition about " Crickets." 

LESSON CXLI I. 

Hints for a Composition. 
Two Eeal Friends. 

South of Italy — beautiful island — Sicily — was built 
famous city of Syracuse — ruler of Syracuse, cruel tyrant 
— condemned Pythias to death — privilege of going home, 
seeing family, and arranging affairs — king's condition 
was, a friend should take the place of Pythias — king, 
selfish himself, thought no friend could be found — a dear 
and true friend, Damon, came forward and offered him- 
self — king surprised — Pythias visited home — started to 
15 



226 INTRODUCTORY LANGUAGE WORK. 

return — met wild beasts — attacked by robbers — flood — 
broken bridges. 

What to Do. — Tell this story as you think it happened. 



LESSON CXLI I I . 

Hints for a Composition. 

TWO EEAL FRIENDS — Continued, 

King visited Damon in prison — your friend will not 
return— if possible, O King — I have no family — love 
friend — easy to die for him — fatal day — Damon on scaf- 
fold — crowd looked on, hardly breathing — sound of hoofs 
— horse covered with foam, galloping — it is he — it is 
Pythias — a loud shout — off his horse, on the scaffold, in 
the arms of Damon — my friend, Damon — do your duty, 
executioner— king in amazement — no — let faithful friend 
live — me, if worthy, third in this bond of friendship. 

What to Do. — Finish the story, making it as strong and 
as real as possible. 

You will need some exclamation marks. 

LESSO N CXLIV. 

Hints for a Composition. 

A Noble Kevekge. 

Officer struck a private — soldier flushed — would make 
him repent it — same day — fierce battle — enemy carried 



HINTS FOR A COMPOSITION. 



227 



off flag — volunteers to recover it — a private soldier led — 
a few men followed — a gallant attack — desperate fight 
— came back with the torn and blackened flag — an officer 
met them — found the leader — the private soldier whom 
he had struck — officer begged to be forgiven — told you 
— make you repent it. 

What to Do. — Tell this story as you think it happened. 



LESSON CXLV. 
Hints for a Composition. 



The Little Boatman. 

Little insect — two wings — 
sits on leaf — water — fastens 
eggs together — makes boat of 
eggs — hatch in few days — 
lively little creatures in the 
water — wrigglers — grown in 
few weeks — come to top of 
water — sunny day — skin dries 
—little canoe — splits open — 
mosquito's head — draws himself out — stands in his boat 
— wings dry in sun — -flies away — many drown getting 
out — food for fishes — others, food for birds, dragon-flies, 
etc. — what you know about mosquitoes. 

What to Do. — Write the story of this very queer little 
boatman. 




228 INTRODUCTORY LANGUAGE WORK. 

LESSON CXLV I. 

Hints for a Composition. 

To the Teacher. — An oral lesson is here suggested. The sentences 
may be studied as to their parts. Pupils may state the facts in their 
own language. 

A Eomax Hero. 

1. In a war between the Romans and the people of 
Carthage, Regulus fell into the hands of the enemy. 

2. After a long time his captors sent him, with some 
of their own men, to Rome to ask for peace. 

3. Before starting he made a promise to return. 

4. The message sent by his masters was given to the 
Romans. 

5. By advising peace or by breaking his promise, Reg- 
ulus could have saved his life. 

6. The captive warrior kept his promise, and returned 
to torture and death. 

What to Do. — Tell the story of Eegulus in your own 
language. 



LETTER-WRITING. 229 



LESSON CXLVI I. 

Letter- Writing. 

Kinds of Note-paper. — The three chief sizes of note- 
paper are known as commercial, octavo, and billet. 

The commercial size, the largest, is for long letters or for 
menu's use generally ; the octavo, for short letters and or- 
dinary notes ; and the billet, for invitations and answers to 
invitations. 

Unruled white paper of medium thickness and good 
quality is preferred. 

Folding and Envelopes. — Commercial note-paper is 
generally folded twice — first from the bottom, then from 
the top-^-so as to divide the length of the page into three 
parts nearly equal. 

The envelope should be just large enough to receive 
easily the sheet thus folded. 

The smaller sizes of note-paper are usually folded but 
once — evenly from bottom to top — to fit envelopes nearly 
square. 

Envelopes should be of the same color and quality as the 
paper. 

Letter-sheets. — Letter-sheets of different sizes are used 
for business purposes. They are generally made to fit the 
envelopes by folding once from bottom to top, and twice 
the other way, dividing the width of the sheet into three 
parts nearly equal. 



230 INTRODUCTORY LANGUAGE WORK. 

Margins. — On the left of each page there should be a 
margin about half an inch wide, varying with the size of 
the paper ; and, on the right, the edge should not be 
crowded nor the lines uneven. 

A margin of at least an inch should be left at the top of 
the first page. If the letter or note occupies but a few 
lines of one page, it should begin farther down. 

Ink. — Use black ink. 

General Directions. — Keep your lines straight, with 
equal distances between. 

Do not blot your paper, or soil it with your fingers. 
Press in all folds evenly. 

To the Teacher. — This lesson may be read and discussed in the 
class. . An object lesson may follow, illustrating the different sizes of 
paper and envelopes, and the methods of folding. 

Pupils may make on their slates outlines of note-sheets and envelopes, 
indicating margins, lines, and paragraphs. The margin left in begin- 
ning a paragraph should be twice the width of the margin for other 
lines. 

The following average sizes may aid in the object lesson or the slate 
work : — 

Commercial note, 7| x 4J inches ; envelope, 5£ x 3| inches. Octavo, 
7 x 4J inches ; envelope, 4f x 3f inches. Billet, 6-§- x 4 inches ; en- 
velope, 4-\ x 31 inches. 

LESSON CXLVI I I . 

Letter-Writing. 

From the following form, learn to name the parts of a 
letter : — 



J& 



[Heading. 



[Salutation.] 




<£&/%/<fyA 



2^€Z4/ (w?z<cc&'- Ou^J^Jy 



[Body of the Letter.] 




/w7 [Complimentary Close.] 
[Signature.] 




[Address.] 





',ud<z<; 



//£Z£l77^eZ/ 



[Superscription.] 

a 




7 



232 INTRODUCTORY LANGUAGE WOItK. 



What to Do. — You may use the form above and write 
Edgar's letter. 

Tell about a serious accident that happened to his father 
and mother when they were driving. 

LESSON CXLIX. 
Letter-Writing. 







What to See.— Describe the letter-form above. 
Notice that the "heading" and the "address" are 
omitted. 

What takes the place of the "heading" ? 

What to Do.— Write Anna's letter. 

Begin by telling when Clara's letter was received, and 
then tell briefly what happened during the week past. 



BUSINESS LETTERS. 



233 



LESSON CL 

Business Letter. 



Z^r, 



^trcT, /jyj^. 




(fr&u^^. 



What to See and Do. — Copy and describe this letter. 



234 



INTRODUCTORY LANGUAGE WORK. 



Write another order, in your own name, for Dickens's 
" Cricket on the Hearth/' Irving's " Discovery of America 
by Columbus/' and Parton's " Heroes of the Revolution." 



LESSON CLI .—Business Letter. 




-A 



BUSINESS LETTERS. 235 

What to See and Do. — Copy this letter. 
Name and describe each part. 

How does Miss Kent show these strangers that she is to 
be addressed as Miss, not Mrs. f 

Custom does not allow a title as a part of one's signature. 
Notice that in a bill of goods the names of the articles 
begin with capitals. 

Write to your grocer for — 

5 lbs. Java Coffee. 

3 doz. Florida Oranges. 

8 oz. Allspice. 

LESSO N CLI I. 

Business Letter. 

What to JDo. — Write to some bookseller and stationer for — 

2 quires of Billet Note-paper (sample inclosed). 

2 packages of Envelopes to match. 

1 doz. Falcon Pens. 

1 Eobinson Crusoe, School Edition. 

1 Swiss Family Eobinson, Cloth. 
Bequest that the bill be sent to your father. Give full 
directions. 

LESSO N CLII I. 

Business Letter. 
Copy the following letter, mid notice every part : — 



&023 




^n^u, 



Lu^u<d 



3/, /fyj. 




'/0? 




jm/. 








'srrz^:. 




/iPT^y, 









What to Do. — Write to The Century Co., 33 East 17th 
Street, New York, for " St. Nicholas " ($3). 



IX FORMAL NOTES. 037 

LESSON CLI V. 

Informal Notes. 



'^z^c-zt^e/ 




What to See and Do. — Copy and describe this note. 
Write to your teacher, telling about a little journey you 
are going to make. 

LESSON CLV. 

Informal Notes. 

Copy the following notes, and tell how they differ from the 
preceding letter-forms : — 



FORMAL NOTES. ^ q 



LESSON CLVI . 

Formal Notes. 

Copy these formal notes, and tell how they differ from pre- 
ceding note-forms and letter -forms : 

INVITATION. 







ACCEPTANCE. 








240 INTRODUCTORY LANGUAGE WORK. 






REGRET. 







-^z^?z^z^, 




What to See arid Do.— In a formal note you speak of 
yourself as you would of another person. You also speak 
of, not £0, your correspondent. 

In writing such notes be careful not to change and say I, 
my, etc. ; you, yours, etc. * 

Write a regret and give a reason different from the one 
in the model. 

LESSON CLVII. 

Formal Notes. 

What to Do. — Write a formal note inviting some Miss or 
Master to a garden party or to dinner. 

Write a "regret," with a reason different from those 
mentioned in the other notes. 



HEADING, SALUTATION, AND COMPLIMENTARY CLOSE. 241 
ABBREVIATIONS. 

Find in the preceding letter-forms abbreviations for 
Michigan, Washington, North Dakota, Wyoming, Dela- 
ware, Maryland, Minnesota. 

Washington, the name of a city, should not be abbre- 
viated. It is better not to abbreviate names of cities. 

Find abbreviations for Messieurs (gentlemen), and com- 
pany, dollars, yards, number, pounds, dozen, ounces. 

LESSON CLVI I I. 
Heading, Salutation, and Complimentary Close. 

EXERCISE. 

China, Kennebeck Co.; Me., Jan. 31, '93. 

Indianapolis, Ind., 666 Hadley Avenue, 
1890, March 25. 

Aug. 7, '94, Meridian, Miss. 

P. O. Box 115, Topeka, Kans., Feb. 28, 1892. 

What to Do. — From the lines above arrange four Head- 
ings to illustrate the different forms given on pp. 80, 83, 
143, 146, 231, 233, 234, and 236. 

EXERCISE. 

1. Sir, 5. My dear Sir, 

2. Madam, 6. Dear Miss Field, 

3. Dear Sir, 7. Dear Mrs. Wood, 

4. Dear Madam, 8. My dear Mr. Gray. 

16 



242 INTRODUCTORY LANGUAGE WORK. 

1. Yours truly, 5. Very sincerely yours, 

2. Truly yours, 6. Cordially yours, 

3. Very truly yours, 7. Most cordially yours, 

4. Sincerely yours, 8. Ever faithfully yours. 

What to See and Do. — Notice that the forms at the 
' beginning of each list are for strangers, and that those 
farther on are for acquaintances and friends. 

The Salutation and the Complimentary Close should be 
fitted to each other. You would not begin a letter with 
Sir, and close with Ever faithfully yours. 

Select four forms of Salutation, and find for each a suit- 
able Complimentary Close. 

Show the proper position for these, using a line to repre- 
sent the Body of the Letter. 

Examine the letters and letter-forms given in your book, 
and describe the Salutations and forms of Complimentary 
Close. 

LESSON CLIX. 
Body of the Letter and Signature. 

Hints. — Do not begin a letter with such unnecessary 
words as, (i I now take my pen in hand/' or " I now sit 
down to write you a few lines." 

Let letters to friends be easy, " talking letters/' giving 
information that you think will be most welcome. 

In business letters, get directly at your work. State 
your points very clearly, and arrange them orderly. 



BODY OF THE LETTER AND SIGNATURE. 243 

In replying to a letter, acknowledge its receipt, and be 
careful to answer all its questions. 

Signatures should be very plain. 

Do not sign pet names in writing to strangers or mere 
acquaintances. 

Titles are not used with Signatures, but a lady may put 
Miss or Mrs., inclosed in curves, before her name, to show 
a stranger how she is to be addressed. 

If the Heading of your letter does not show where you 
wish the answer sent, write your directions under your Sig- 
nature, thus — 

James Russell Johnson, 

Engleivood, N. J". 

Or your directions may be given at the bottom of your 
letter, thus — 

Please direct the answer to 
Shelby, 

Cleveland Co., N. C. 

EXERCISE. 

Your most welcome letter reached me 



You will, I am sure, be happy 



to hear 



244 INTRODUCTORY LANGUAGE WORK. 

Your kind favor of May 30th was 
duly received 



What to Do. — You may add other lines to the three 
letters here begun, and use with each a Salutation, a Com- 
plimentary Close, and a Signature, to illustrate what has 
been taught. 

Get what hints you can from the different forms in your 
book. 

LESSON CLX. 

Address and Superscription. 

Hints.— The Address of the one written to is generally 
given at the head of a business letter. It is commonly 
omitted from familiar letters. If, however, a letter is im- 
portant, this "inside address" should appear, as an ele- 
ment of safety.* 

It is the same as the address on the envelope. 

The address on the en velope is called the Superscription. 

Pet names or nicknames should not be used here. 

The Superscription should be put on the envelope neatly 
and tastefully. f 

* Letters are sometimes opened by the wrong person, and the envelopes destroyed. 
A letter may be lost after being taken from the envelope. These and similar acci- 
dents could be remedied by the address in the letter. 

+ Many prefer to omit punctuation after the different parts of a Superscription. 
These parts, it is said, are sufficiently separated by their position. 

The same reason could be given for omitting punctuation after the Saluta- 



ADDRESS AND SUPERSCRIPTION. 245 

Have the open edge of your envelope from you when you 
write, or your Superscription will be upside down. 

Put your stamp, right side up, on the upper right-hand 
corner, leaving a small margin around it. 

EXERCISE. 

The Rev. 

Asa J. Hodge, D.J)., 

Yankton, 

S. Dak 



Master Samuel Ames, 

Care of Abram Ames, Esq., 
Virginia City, 

JSTev. 



Mr. Edgar E Clay, 

Zeesburg, 

Va. 
Loudoun Co. 



tion, after the Complimentary Close, at the end of a paragraph, and in many other 
instances where cnstom requires its use. 

We think it better to let the pupils use the comma and the period on envelopes as 
elsewhere, to prevent confusion, if for no other reason. 



246 INTRODUCTORY LANGUAGE WORK. 

Rev. Mr. Hawthorne, Birmingham, Ala., 
P. O. Box 80. 

Miss Flora T. Lyon, 22 Peachtree St., 
Atlanta, Ga. 

Mrs. David B. Dana, 99 Boulder A v., 
Helena, Mont. 

Dr. Morgan P. Gray, Odd Fellows Build- 
ing, Portland, Oreg. 

Prof. Clarence Cox, 776 Logan Av., 
Denver, Colo. 

Messrs. Seth S. Scott & Co., Cooper, 
Delta Co., Tex. 

Benjamin F. Blake, Esq., Phenix, Kent 
Co., R I. 

What to See and Do. — Eeview what is said about ad- 
dresses, titles, etc., Lessons XXXII. , XXXIIL, XXXIV., 
XXXV., LXXIII. 

Examine the Superscriptions given on pp. 82, 85, 144-, 
148, 231. 

Draw the outlines of envelopes, and write the ten ad- 
dresses above in the form of Superscriptions. 

In the three preceding lessons find the abbreviations for 
Maine, Indiana, Mississippi, Kansas, New Jersey, North 
Carolina, South Dakota, Nevada, Virginia, Alabama, 
Georgia, Montana, Oregon, Colorado, Texas, Rhode Island, 
post office. 



FRIENDL Y AND BUSINESS LETTERS. 247 

LESSON CLXI. 

Friendly Letter. 

What to Do. — Write to a friend, and express your thanks 
for an offer to lend you books. 

You may say that you would like to read Ci Five Little 
Peppers, and How They Grew/' by Margaret Sidney ; 
"Alice's Adventures in Wonderland/*' by Lewis Carroll; 
and " Doings of the Bodley Family/' by Horace E. Scudder. 

Tell your friend what books you will offer in return. 

LESSON CLXI I. 
Business Letter. 

What to Do. — Write to Messrs. Harper and Brothers, 
Franklin Square, New York City, and ask them to change 
the address of your " Harper's Young People." Give your 
old address and your new address. 

In the same letter order Ci Harper's Magazine " ($4) and 
"Harper's Bazar" ($4). Have them sent to different per- 
sons. Give each address in full. 

LESSO N CLXI I I. 

Friendly Letter. 

What to Do. — -Write to a member of your family and de- 
scribe a real or imaginary journey through important places. 

If you have not taken the journey, learn from the geog- 
raphy or from your friends what you can about the places. 



248 INTRODUCTORY LANGUAGE WORK. 

LESSON C LXI V. 

Friendly Letter. 






What to JDo. — Write from some city and invite a friend 
living in the country to spend the Christmas holidays with 
you. 

Tell what sights and entertainments your city will offer. 

To the Teacher. — Letter-writing will be the only form of composi- 
tion practiced by a majority of your pupils after they leave school. 

The importance of this subject is evident. 

Much care should be taken to cultivate neat, tasteful habits in all 
the forms and details of this work. 

Additional Lessons. 

Various subjects will present themselves for additional work in 
letter- writing. 

To give an orderly account of the events of the day or the week ; or 
a special account of a day by the sea, a day in the mountains, a day on 
the farm, a visit to the city, an excursion, a picnic, a pleasant walk, 
etc., will make profitable exercises. 

Dictation — Reviews. 

The letters and letter-forms given for models may be written from 
dictation till the pupils learn the forms perfectly. 
Frequent and thorough reviews should be given. 



Outlines of Stories for Compositions. 

LESSO N CLXV. 

Two Wise Goats. 

1. Tivo goats meet on a narrow ledge. 

2. A steep rock and. a deep chasm. 

3. One goat lies down. 

4- The other passes over him and hounds away. 
5. Suppose they had quarreled. 

LESSO N C LXVI. 

The Strexgth of a Kixd Word. 

1. A heavily loaded cart. 

2. The whipping of the horse. 

8. His former master. " Come, Bol!" 
Jf. The horse's look. " Anything for you." 
5. Started the load, trotted on briskly. 



250 INTRODUCTORY LANGUAGE WORK. 

LESSON CLXVI I. 

Be Careful about Small Matters. 

' ' For tuant of a nail the shoe was lost. 
For iv ant of the shoe the horse was lost. 
For want of the horse the rider ivas lost. 
For want of the rider the battle was lost. 
For ivant of the tattle the kingdom was lost" 

LESSO N CLXVI II. 

The Sailor aistd the Birds. 

1. An English sailor freed from a French prison. 

2. Met a bird-dealer on London Bridge. 
S. Bought all the birds. 

Jf. Opened the cage door. 

5. Dealer scolded, sailor laughed. 

6. " If you had been a prisoner " 

LESSON CLXIX. 

Obeying Promptly. 

1. A switchman' } s bog playing between the rails. 

2. In danger from two approaching trains. 

S. To go to his rescue would cause a collision. 

Jf. Father shouted, " Lie down!" 

5. Boy teas accustomed to obey promptly. Saved. 



OUTLINES OF STORIES FOR COMPOSITIONS. 251 

LESSO N CLXX. 
Taken at his Word. 

1. A punctual merchant gave a mechanic an order for 

work. 

2. " Will be done Thursday if I am living " 

S. Did not come. Man's death put in the paper, 

4. Man goes to printer. 

5. Is sent to 'merchant. Surprised to see man alive. 

LESSON CLXXI. 

A Proud Corporal Punished. 

1. Soldiers raising a heavy beam. 

2. The Corporal shouts, but gives no help. 
8. A man asks why. '" I am a Corporal." 
Jf.. The man lifted with the soldiers. 

5. Good day, Mr. Corporal. When help is wanted again, 
send for Washington. 

LESSON CLXXI I. 

The Lion and the Mouse — A Fable. 

1. A lion is sleeping. A mouse wakes him. 

2. The mouse begs for his life. " May do you a kindness 

some time." 

3. The lion, caught in a net, roars. The mouse gnaivs the 

ropes. 
Jf. Small things may be worth attention. 



252 INTRODUCTORY LANGUAGE WORK. 

L ESSON C LXXI I I. 

The Blacksmith's Shop 

1. Describe the blacksmith. 

2. His work. 

3. Fire, belloivs. 

J±. Anvil, hammer, tongs, water -trough. 
5. The children coming home from school. 

LESSO N CLXXIV. 

A Noble Man. 

1. The bridge at Verona sivept away. 
. 2. People on the middle pier. 
3. The Prince offered a large sum of money. 
Jf. A young ivorkingman seized a boat, and rescued the 

people. 
5. " Here is your money " " I do not sell my life." 

LESSO N C LXXV. 

The Three Coachmen. 

1. An elderly gentleman advertised for a coachman. Three 

men came. 

2. "How near can you drive to the edge of a precipice ?" 

" Within an inch." 

3. "How near can you drive?" "Within half an inch ; 

have done it often." 
Jf. "Well, my man, how near — ?" "Never tried; 
shouldn't care to" " You're the sort of man." 



OUTLINES OF STORIES FOR COMPOSITIONS. 253 

LESSON CLXXVI. 

The Carpexter's Shop. 

1. Work. 

2. Bench, planes, chisels, hammers, mallets, adz, gimlets, 

saws, rule. 
S. Compare blacksmith and carpenter. 

LESSON CLXXVI I. 

The Wixd axd the Sux — A Fable. 

1. Dispute which is stronger. 

2. Which can first make a traveler take off his cloak. 

S. The toind blew furiously. The traveler held his cloak 
tighter. 

4. Tlie sun shone. The traveler threw off his cloak. 

5. Kindness often better than force. 

LESSON CLXXVI I I. 

Cruelty to Animals. 

1. Animals can feel. 

2. How ivould you like the treatment ? 
S. "Do unto others " 

Jf. Story to show that animals are sometimes grateful. 



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